Mentoring has become a hot topic in a number of professional spheres in recent years, but its most important and longest-established location is in education. However, this volume is the first wide-ranging academic critique of the concept and its application. Offering both a critical and a practical stance, the authors examine the historical and cultural aspects of mentoring and the motivations behind it. They also explore the effects on the individuals involved and on the system, and examine the different approaches to the idea and implementation of mentoring. Drawing contributions from Europe, the USA and the Middle East, this work considers a wide range of empirical studies of mentoring from those countries that have invested in it, including case studies and analyses of current practice. The book makes a major contribution, not only on account of the international perspective it provides but also through analysis of cases in order to establish the difference between the much-vaunted theoretical advantages promoted by policy makers and the everyday realities and complexities that arise in a scheme entirely dependent on personal relationships.
Cedric Cullingford is Professor of Education and is in charge of doctoral students at the University of Huddersfield, UK. He has published several books, including ’Globalisation, Education and Culture Shock’ (Ashgate, 2005), with Stan Gunn, ’Professional Development and Institutional Needs’ (Ashgate 2002), with Gillian Trorey, and ’The Human Experience: The Early Years’ (Ashgate 1999).
'The book makes an important contribution to the literature on mentoring and provides an excellent up-to-date resource for those working in the field and to newcomers. The plurality of perspective epitomises impressively the international flavour of this volume. It is an important and timely collection of richly informative studies that scholars of mentoring will welcome.' Barrie Joy, Institute of Education, UK 'This book may be useful to those wishing to improve the quality of teacher training using peer mentoring systems. ... it could help to increase understanding and build professional relationships with teachers and schools by offering psychological skills and knowledge to support systems in teacher training.' Debate