This book assists mentors in developing their mentoring skills, offering guidance needed to support the development of beginning teachers in early years, primary and secondary schools in the Scottish education system, as well as supporting all teachers in their career-long professional learning.

Based on research and evidence, Mentoring Teachers in Scotland explores and discusses the knowledge, skills and understanding that underpin mentoring that is responsive to individual mentees' needs. The book includes reflective activities to enable mentors to consider the application of mentoring processes in their own practice, as well as case studies and other learning activities. This book is a valuable source of support and inspiration for all those involved in mentoring and sustaining teachers’ professional development at all stages of their career. Key topics explored include:

roles and responsibilities of mentors within the Scottish education system, and the Scottish model of teaching and teacher development;

developing a mentor–mentee relationship;

guiding beginning teachers in Scotland through the mentoring processes;

strategies for observation, analysis and reflection on practice; and

mentoring for beginning teachers and career-long professional learning.

Mentoring Teachers in Scotland offers an accessible and practical guide to mentoring teachers in Scotland that aims to support, inspire and guide mentors and mentees.

About the Author

Sandra Eady is a Senior Lecturer in the Division of Psychology, Sociology and Education at Queen Margaret University, Scotland.

Jane Essex is a Senior Lecturer in Chemistry Education at the University of Strathclyde, Scotland.

Kay Livingston is a Professor of Educational Research Policy and Practice in the School of Education at the University of Glasgow, Scotland.

Margaret McColl is a Senior Lecturer in Museum and Art Education in the School of Education at the University of Glasgow, Scotland.

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