The role of mentors and the subject knowledge development of student mathematics teachers: developing an understanding of the influences on mentors' perceptions and practice
Publication Date
July 27, 2026
Abstract
School-based mentors play a central role in the subject knowledge development of student mathematics teachers, but their influence is not yet well understood. Whilst approaches to teaching and learning mathematics vary across schools in England, recent increases in the use of standardised resources have changed the nature of mentors’ work as teachers in many schools and may affect the learning opportunities available for student mathematics teachers who spend the majority of their Initial Teacher Education (ITE) course on school placement.
Situated within a critical realist framework, this research draws on semi-structured interviews with four experienced school-based mathematics mentors from a university-based ITE partnership in England where a shift towards the use of standardised resources has been observed. By exploring mentors’ experiences of learning mathematics, becoming and being a teacher and being a mentor, the study develops an understanding of how mentors support the subject knowledge development of student teachers and the potential personal, structural and contextual factors which may shape their perceptions and practice.
The findings identify that despite current ITE policy guidance, experienced mentors adopt an educative approach to mentoring which is cognisant of the emotional impact of becoming a teacher. They also develop a specialised mathematical knowledge of teaching and mentoring which includes pedagogical knowledge of learning to teach mathematics. The practice architectures in place across a range of contexts - ITE experiences, previous and current working environments, and wider educational policy - are significant in shaping this knowledge, the perceptions and practice of mentors, and therefore the learning opportunities available for student teachers. Mentors in this study emphasise the importance of the ITE year as a time to explore new ideas and to work collaboratively with experienced teachers to develop mathematical knowledge for teaching. Rather than particular approaches to teaching and learning mathematics, this research shows that it is collaborative working environments in schools which are especially influential in the development of student teachers’ mathematical knowledge for teaching; integrating student mathematics teachers into these established cultural practices enhances their opportunities to learn from experienced teachers. However, current pressures in schools often constrain such collaborative practices.
This research offers insights for policymakers and ITE providers seeking to ensure that future mathematics teachers develop the mathematical knowledge for teaching required to be an effective teacher. It may also provide a helpful starting point to consider the subject-specific knowledge of learning to teach developed by mentors in other subject areas, with implications for wider ITE policy. The study recommends prioritising the development of collaborative school environments and placing greater emphasis on the subject-specific learning processes of student teachers within ITE policy. Additionally, it highlights the importance of including a focus on the subject-specific knowledge of learning to teach within the ITE secondary mentor curriculum.
Item Type
ethesis
Thesis Type
EdD
Supervisors
University of Nottingham
University of Nottingham
Subjects (LC)
Associated Schools / Departments
UoN Repository URI
Except where otherwise noted, this item's license is described as
File(s)![Thumbnail Image]()
Name
Claire Clemmet 20216124 EdD Thesis.pdf
Size
2.56 MB
Format
Adobe PDF
Checksum (MD5)
302adc740998577ed4d8ea54fa0e8602