The Future of Education

Our work focuses on bridging the gap between theory and practice in university and partner schools by developing the role of mentors on the initial teacher education PGCE secondary programme into lead mentors (DfE, 2025). In the academic year commencing 2024, approximately 60 colleagues involved in initial teacher education, across primary and secondary, have undertaken a lead mentor development programme in a university in the United Kingdom. Questioning mentoring methods which focus on direct instruction, and favouring collaborative dialogue which involves problem solving and reflecting (Archer, Morgan & Swanson, 2023), this professional development opportunity has enabled colleagues from across school and university settings to collaborate on programme development, reflection on integrative mentoring approaches (Orland-Barak & Wang, 2021) and innovation with respect to positioning mentoring as a transformative practice within initial teacher education. Our research explores the impact of the lead mentor development programme on contributors within secondary English and Mathematics programmes, using a qualitative study design using voice note technologies. We focus on two of the four roles outlined by the DfE (2025) for lead mentors: ‘design and delivery of training for other mentors’ and the ‘close working with trainees during Intensive Training and Practice’, exploring the perspectives and experiences of lead mentors. Discourse Analysis is used to examine the language and themes emerging from discussions, with recognition of the social and cultural context of university-based initial teacher education. Findings include transformative impact on identities, skills and collaborative, forward-thinking practices.