Abstract

The growth in alternative routes into teacher education (TE) has resulted in an increase in the range of staff acting as teacher educators. The traditional role of a school-based mentor has evolved to include opportunities for a range of staff to engage in the delivery of core content, with much training traditionally delivered within a higher education institution (HEI) setting becoming embedded in schools, teaching school alliances (TSA) and school-centred initial teacher training (SCITT) providers. However, teacher educators are not solely focused on initial teacher education (ITE) and training. Their role extends to support the facilitation of training and development opportunities across teachers’ professional journeys.