@article{Threlfall,2026This,
abstract = {This UK-based case study focuses on strategies for effective mentoring in teacher training via the use of Twitter (now X) and Zoom. A qualitative approach was utilised. Findings revealed that while mentors (n=33) understood their role, effective mentoring required better coordination among mentors, mentees, and placement institutions. Participants identified key barriers, including time constraints, workload, and compensation for mentoring. The study suggests how teacher educators can respond to challenges using bespoke strategies and the need for overarching changes to the UK's educational infrastructure in supporting the development and mentoring of trainee teachers.},
author = {Threlfall, S. and King, G. and Telfer, S. and Adjei, L. and Ogbeni, E. and Price, M.},
title = {Transforming teacher preparation at the University of Bolton : insights from the Triple M Mentoring Initiative},
number = {1},
journal = {International Journal of Evidence Based Coaching and Mentoring},
pages = {186-208},
year = {2026},
language = {English},
url = {radar.brookes.ac.uk/radar/items/55a3d0fe-e8ea-4459-baf6-5a8a86b47ac6/1/},
volume = {24}
}