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 Clare Brooks 4 What sort of mentoring for what sort of geography education? John Morgan 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 Richard Bustin 7 Mentoring that makes a difference: perspectives from beginning teachers Gemma Collins 8 Mentoring within the geography subject community Alan Kinder 9 Supporting the development of geography mentors – the potential of professional learning at Masters level Ann Childs 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 Steve Puttick 13 Geography and geography education scholarship as a mechanism for developing and sustaining mentors’ and beginning teachers’ subject knowledge and curriculum thinking Grace Healy 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 Index

Grace Healy is Curriculum Director at David Ross Education Trust. Lauren Hammond is Lecturer in Geography Education at UCL Institute of Education. Steve Puttick is Associate Professor of Teacher Education at the University of Oxford. Nicola Walshe is Professor of Education and Head of Department of Curriculum, Pedagogy and Assessment at UCL Institution of Education.