Professional Satisfaction Derived by Teacher Training Subject Mentors

Yesterday we held the June meeting of the Classics PGCE Mentors at the Faculty of Education, University of Cambridge. We asked what the Mentors got out of being involved in the partnership with the PGCE in mentoring student teachers with us.

Subject mentors identified a range of professional benefits and sources of satisfaction arising from their involvement in initial teacher education. A prominent theme was the opportunity for professional reflection. Mentors valued discussing their own teaching, developing a richer language for analysing lessons, and engaging in conversations that encouraged them to question established practices. Several felt that mentoring had contributed directly to their own development, with one noting, “I think I’m a better teacher now.”

Mentors also appreciated intellectual engagement with the subject. Opportunities to discuss subject-specific issues with trainees, particularly in small or one-person departments, reduced professional isolation and provided valued collegiality. Trainees brought fresh ideas, enthusiasm and new perspectives from their university studies, while mentors benefited from exposure to recent scholarship and developments shared by university faculty.

The relationship with trainees was another important source of satisfaction. Mentors enjoyed working with enthusiastic new entrants to the profession and valued the opportunity to model teaching as a rewarding career pathway for school pupils. They also appreciated hearing about trainees’ university experiences and maintaining connections between schools and higher education.

Finally, mentors found satisfaction in supporting trainee development. They took pride in helping trainees navigate difficult questions, manage disappointments, and develop professional resilience. Being involved in observing, discussing and guiding trainees’ practice was seen as a meaningful and rewarding aspect of the role.

Every PGCE Classics student teacher has two school placements. The first is usually near or in Cambridge; the second perhaps further afield. PGCE Mentors receive training both at Faculty level (on being a Mentor) and at subect-specific level (for Classics). They guide and coach the student teachers in their classrooms, in Latin and any other classical subjects that are available within their schools.

Many of the Mentors have been Cambridge PGCE student teachers themslevs, once upon a time, and this helps ensure a tight-knit community; but we always welcome others who want to be involved, of course.