Previous research on mentoring in school-based training has indicated that although this is a very influential role it is often poorly conceived and prepared for. Dialogues appear to be characterised by a lack of challenge and reflection, knowledge bases for teaching are treated in very different ways, and roles, responsibilities and expectations are often unclear. The main aim of this study therefore was to gain a greater understanding of mentoring processes in pre-service training, through analyses of the perspectives of, and dialogues between, student-teachers and all those involved in their mentoring in one institution and its partner schools. Analyses of data focused on differences in the nature and content of discussions and conferences of student-teachers with class teachers, co-tutors and university supervisors. These analyses revealed large differences consistent with the mentoring model used, but provided little support for previous empirical claims.
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