Mentoring PE Student Teachers in Wales: Lessons from a Systematic Review of the Literature
Edwards, Lowri Cerys
University of Wales Press
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This paper systematically reviews the contemporary research literature surrounding physical education (PE) mentors in initial teacher education (ITE). Using the ‘Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols’ (PRISMA-P) methodologies, articles were ana-lysed qualitatively using deductive thematic analysis in relation to content related to three core aspects of PE mentorship: i) terminology, ii) attributes and iii) professional learning. The findings identified variations in the ter-minology and the expectations associated with the role of the PE mentor. A significant number of research studies identified in the literature search focused on developing mentoring processes through collaboration and co-enquiry approaches. However, the literature review found a lack of explicit reference to the professional learning needs and opportunities for PE mentors. The review has led to six key recommendations, two of which are: i) PE mentors should be selected because they possess appropriate attributes to be effective in the role and, ii) professional learning opportu-nities should be made available to enable PE mentors to recognise the scope of the role and build their capacity to employ collaborative and enquiry-based approaches to supporting the development of student teachers.
Wales Journal of Education;
Bethell, S., Bryant, A., Cooper, S. M., Edwards, L. C., & Hodgkin, K. (2020) 'Mentoring PE Student Teachers in Wales: Lessons from a Systematic Review of the Literature', Wales Journal of Education 22 (2) pp. 26-51
Article published in Wales Journal of Education available open access at https://doi.org/10.16922/wje.22.2.2
Cardiff Metropolitan University (Grant ID: Cardiff Metropolian (Internal))
- Education Research 
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