Mentoring Geography Teachers in the Secondary School A Practical Guide
Mentoring Geography Teachers in the Secondary School supports both new and experienced mentors in developing their knowledge and skills in mentoring in geography education. Within the book, chapter authors critically consider how mentoring has been conceptualised and represented in policy and academic debate, as well as examining how mentoring in geography education has been experienced and perceived in practice.
Chapters in the book explore a range of perspectives, experiences and aspects of mentoring geography teachers, including:
• Critical engagement with educational policy and practice
• Perspectives from beginning geography teachers
• Mentoring as a professional development opportunity
• The value of engaging with the geography education community in teacher education
• How mentoring meetings and conversations can support beginning geography teachers in their growth and development
This book is a vital source of support and inspiration for all those involved in developing the next generation of geography teachers. The themes of justice, agency and voice - raised and engaged with implicitly and explicitly throughout this edited collection - are of critical importance to mentors, beginning teachers and geography education more broadly in developing and enacting a progressive vision of mentoring.
Foreword by Christine Counsell
Mentoring Trainee and Early Career Teachers
1 Introduction: Mentoring matters in and for geography education
Nicola Walshe, Grace Healy, Steve Puttick and Lauren Hammond
Section 1: Mentoring in geography education
2 Navigating the policy landscape: conceptualising subject-specialist mentoring within and beyond policy
Grace Healy and Nicola Walshe
3 Mentoring as a spatial practice
4 What sort of mentoring for what sort of geography education?
Section 2: Perspectives and experiences in geography mentoring
5 Working with the complexity of professional practice and development
Phil Wood and Aimee Quickfall
6 Mentoring as a professional development opportunity
7 Mentoring that makes a difference: perspectives from beginning teachers
8 Mentoring within the geography subject community
9 Supporting the development of geography mentors – the potential of professional learning at Masters level
Section 3: Being a geography mentor
10 Mentoring meetings and conversations supporting beginning teachers in their development as geography teachers
Emma Rawlings Smith
11 Planning in geography education: a conversation between university-based tutors and school-based mentors in Initial Teacher Education
Faizaan Ahmed, Lauren Hammond, Sara-Anne Nichols, Steve Puttick and Amy Searle
12 Geography lesson observations at the interface between research and practice
13 Geography and geography education scholarship as a mechanism for developing and sustaining mentors’ and beginning teachers’ subject knowledge and curriculum thinking
14 Educative mentoring: a key to professional learning for geography teachers and mentors
Maria Palombo and Caroline Daly
15 Well-being: theory and practice for beginning geography teachers
Emma Clarke, Aimee Quickfall and Shaun Thompson
Section 4: Conclusion
16 Mentoring matters: contributing to a more just tomorrow in geography education
Lauren Hammond, Steve Puttick, Nicola Walshe and Grace Healy
"With this book, Healy et al. have launched a giant into the relatively empty space of literature that exists on effective mentoring of geography teachers. The passionate theme that courses through the chapters is of the importance of subject specificity (geography) in approaches to mentoring to ensure that beginning teachers are inducted, not only into generic principles of teaching and learning, but those which lead to exceptional teachers of geography. The book contextualises the broader picture of contemporary geography education in which mentors find themselves which addresses the knotty issue of how that could inform approaches to mentoring and highlights the opportunities effective geography mentoring can offer not just the mentee, but importantly and often forgotten, the mentor. Included throughout are strategies, tasks and discussion questions to support readers, particularly geography mentors to reflect, and apply the principles to their own practice. This is a must read for every geography teacher educator from novices to experts and will be sure to give rise to critical reflection of mentoring practice and productive discussions of ways in which mentoring of beginning teachers can continue to improve."
Elizabeth Butler, Lead Geography Consultant, Harris Federation
"There has been a welcome knowledge-turn in our schools and with it an increased awareness of the differences between subject disciplines. However, until now, there has been little thought given to the considerations that are needed when mentoring people who are becoming teachers of those distinct subject disciplines. Mentoring Geography Teachers in the Secondary School changes that. This book takes a rigorously academic, whilst still practical, look at how we can support people in becoming teachers who are teachers of geography first and foremost. All aspects of the mentor’s role is given comprehensive consideration, from the day to day such as observing lessons and holding mentoring conversations, to the bigger picture of what sort of geography education these teachers will be providing. I have no doubt that this book will be a valuable guide for anyone who is taking on the role of mentor or those who have been mentoring for some time but without the subject specific guidance necessary to truly support the next generation of geography teachers entering the profession."
Mark Enser, Head of Geography and Research Lead and author of Powerful Geography: Curriculum with Purpose in Practice
"As the political landscape righty shifts to focus increasingly on the role of mentoring, this book makes a timely and important contribution. It is well grounded in the existing research literature and yet asks the questions of the moment. Bringing together authors who are at the forefront of supporting mentors and mentees, the book firstly develops critical stances around what it means to be a mentor within geography education; bringing questions of disciplinary knowledge and identity to the fore. The book then explores a variety of lived perspectives on the theory and practice of mentors, offering readers ways to consider their own practices. It then supports mentors to draw on research in offering ways to develop geography teachers through processes which develop mentors, mentees and students. In this way the book manages to be both practical and ambitious, enabling all involved in geography education to have agency in a highly dynamic world."
Dr Mark Hardman, Associate Professor, Centre for Teachers and Teaching Research, UCL Institute of Education, UK
"Mentoring Geography Teachers in the Secondary School is an innovative and insightful must-read. Ideal for new and experienced ITE and ECT mentors, the book encapsulates all aspects required to fully excel in the role of the geography mentor including lesson observations, subject knowledge, and wellbeing for both the beginning teacher and mentor. The book is divided into three sections; mentoring in geography education, perspectives and experiences in geography mentoring, and being a geography mentor, taking the reader on a journey of excellence in the realm of geography mentoring. The chapters are deeply rooted in research and pedagogy, posing a variety of typologies and frameworks for success for the reader to interpret how they wish. The book is guaranteed to leave the reader feeling inspired and upskilled in the role of the geography mentor to help shape a new wave of well-rounded and impactful beginning geography teachers."
Simran Jouhal, Senior Teacher responsible for New and Beginning Teachers and former Head of Geography, The Archer Academy, North London, UK
"The implementation of the Early Career Framework, which articulates increased expectations for school-based subject mentors, means that Mentoring Geography Teachers in the Secondary School is both much needed and timely. It provides a comprehensive exploration of what it means to be a geography mentor in a secondary school, which is grounded in both personal experiences and the wider policy landscape. While the authors draw extensively on the research literature and write in an authoritative tone, the chapters are, without exception, highly accessible for busy teachers. Discussion questions, suggestions for further reading and practical tasks punctuate the chapters, combining theory with practice and encouraging readers to take their thinking further. Whether you intend on dipping in or reading cover to cover, this book is an essential text for all those involved in the mentoring of geography teachers in secondary schools."
Dr Rebecca Kitchen, CPD, Curriculum and Marketing Manager, Geographical Association
"Questioning what ‘identity’ can encompass for teachers and mentors is a theme that runs throughout. This resonated with me since being not just a teacher or a mentor, but also a learner, is key to my identity. This collection of provocative, thoughtful and example-based insights reminds mentors that we will always be learners and that it is through community and collaboration where we can get the best out of early career teachers in our care. I found reading this a cause for deep introspection and somewhat unsettling, and to quote Palombo and Daly in Chapter 14, "indeed it should be". This book is also timely and relevant, not fearing to weave in current affairs and controversial issues. John Morgan’s chapter is particularly punchy and necessarily so. After all, tackling contemporary issues is one thing that Geography does best, right?"
Kit Rackley, Freelance educator & Associate ITE Tutor and former geography school teacher & mentor based at the University of East Anglia, UK
"This is a book every geography mentor and anyone involved in their training should read. It recognises the complexity and challenges of the role of mentor and is ambitiously wide ranging in its scope and scale, from the global context to the detailed planning of lessons. The book draws on an impressive range of literature and theoretical thinking and also gives voice to the experiences and views of mentors, tutors and, illuminatingly, of mentees. Throughout the book there is an emphasis on the need for geography mentors to be concerned with what is being taught, how and why. There are practical examples of how a focus on geography can be used to support lesson planning, classroom observation, post-lesson discussion and marking pupils’ work. Mentors are encouraged to challenge assumptions and to consider the implications of different ways of conceptualising the important mentor/mentee relationship. The questions for discussion, suggestions for further reading and a range of tasks provide excellent support for professional development helping both mentors and mentees to learn from the process of mentoring."
Margaret Roberts MBE, former Senior Lecturer in Geography Education, University of Sheffield, UK
"Mentors and the work of mentoring form a vital part of Initial Teacher Education and ongoing teacher professional development. This book provides a comprehensive and rich consideration of mentoring teachers in the context of secondary school geography, bringing together perspectives from both school and university settings. This is a valuable and timely contribution which will be essential reading for both mentors and mentees within and beyond secondary school geography."
Dr Elizabeth Rushton, Lecturer in Geography Education, King’s College London, UK
"This edited volume addresses the complexities of mentoring beginning teachers through the lenses of policy, theory, research and practice, at a range of scales. Acknowledging the pivotal role of subject identity and knowledge(s) in mentoring geography teachers, many of the chapters are also uniquely geographical in orientation. This book is a godsend to geography teacher mentors the world over, given its strong theoretical and empirical underpinnings, and applicability to a range of contexts."
Dr Tricia Seow, Senior Lecturer, National Institute of Education, Nanyang Technological University, Singapore
"As the role of mentoring in schools seemingly comes to the fore, this is a timely publication. This book will serve as a much-needed addition to the literature - particularly given its consideration of mentoring through a uniquely geographical lens. Reading as a teacher and PGCE mentor, this book provided me with plenty of food for thought through its combination of theoretical underpinnings, discussion of empirical findings and links to implications for classroom practice. With an unashamed focus on mentoring teachers to be the very best geography teacher possible, this is a must-read for experienced and new mentors alike."
Kate Stockings, Head of Geography, Hampstead School
"This excellent and very timely publication offers a detailed analysis of the role of the subject-specialist mentor in schools and very effectively highlights and examines the complex context within which ITE operates. The text helps teachers recognise and adapt to the enhanced profile that mentoring now attracts and offers a thorough grounding in its character, role, challenge and value. It is written in a very personal and engaging style, carefully and thoughtfully guiding the reader to examine and critically reflect upon the pivotal role that the geography mentor undertakes."
Justin Woolliscroft, former PGCE Programme Director and Lecturer in Education (Geography), University of Hull, UK