1. The efficacy of external subject-specialist mentoring in the professional identity construction of early career physics teachers
Dr David Cameron, Institute of Physics; Dr Anna Grant and Jenny Smith, AlphaPlus Consultancy Ltd.
Bringing Teacher Education Forward – International Conference 6-8 June 2016, University of Oslo, Norway

2. Key points
Research findings into a mentoring project prompted unexpected data which went beyond the scope of the evaluation strategy.
It is clear that this form of mentoring has a significant influence on the professional identity construction of early career teachers.
Considering the outcomes of this research has led to the development of a new type of working relationship between project managers and evaluators.

3. Introduction – the context of physics education in England
A core subject in schools to the age of 16
Advanced level (A-level): 16-18
Relatively low numbers choose physics (cf. chemistry, biology)
Discrepancy mainly due to gender imbalance (girls = c.21% A-level entries)
Shortage of specialist physics teachers in secondary schools
About 6,000; optimally there would about 10,000
Many pupils (at 11-14, also 14-16, occasionally A-level) taught physics by a ‘non-specialist’ teacher
The Institute of Physics manages various projects to support teachers (non-specialists, early career)

4. The SPN mentoring project
Provides personalised support for early career physics teachers (ECTs) during initial teacher training (ITT) and first two years as qualified teacher.
30 ‘external, subject-specialist’ mentors
Project capacity = c. 1,200 ECTs
Aims: improve the professional practice of ECTs and improve retention in teaching
Range of activities: , phone and one-to-one contact; local events
The phase of the project was evaluated by AlphaPlus

5. Research findings
Key question: To what extent had the mentoring improved teachers’ physics subject-knowledge and pedagogic skills?
Empirical research: semi-structured telephone interviews with 88 participating teachers
A high proportion of teachers who had engaged with the project felt it had a positive impact on their teaching practice
Improvements to subject knowledge, pedagogy, and ability to relate classroom physics to the ‘real world’
More likely to undertake practical activities (demonstrations, experiments) in the classroom
Mentors provided support with teachers’ career development (e.g. job interview preparation)

6. Research findings We also identified areas for improvement…
Need to improve the consistency of the offer provided to teachers, i.e. find a way to recognise and respond appropriate when teachers need support
Enhance a sense of clarity amongst teachers (& mentors) of the purpose of the mentoring project
Also – we discovered some unexpected findings…
Research brought up findings that went beyond the impact of mentoring on teaching practice in case of nearly a quarter of the interviewed teachers
The mentoring relationship could have a significant positive or negative influence on teachers’ professional identity construction

7. Background image while telling a story about mentoring having been a ‘line-line’. The lady in the picture is a mentor and the other people are mentees.

8. Commentary
Participants were expressing themselves in terms of their professional identity construction (Uitte; Gallie; McNally & Gray)
Effective identity construction based on the teachers’ location within a community of practice, professional socialization and effective ‘architectural support’ (Lave & Wenger; Jones; Cunningham)
The stories emerging from the interviews demonstrated the importance of people, and the relationships between people
(More important that any systems, processes or events)
These relationships complement other forms of support and can be considered the ‘human architecture’ of identity construction

9. A developmental dialogue
Project managers and evaluators began working together in a spirit of collegiality, openness and humility
We reiterated the challenges facing ECTs:
Lack of architectural support in some schools
Isolation as (often) the only physics specialist in the school
Implications of both these issues for teacher identity construction
On this basis, we proposed a ‘hierarchy of needs’ for teachers to become effective, resilient and confident professionals with a clear sense of their own agency and entitlements:
Supportive generic and subject-specialist policies, relationships and networks

10. A new approach for the mentoring project
Intra-mentor seminars to ensure consistency of purpose and practice; develop mentors’ own professional identity
Host ‘the Best and Worst’ events, to develop ECTs’ awareness of the challenges they may face, before critical situations arise
Ensure both early career teachers and mentors are both heard clearly
Develop mechanisms to triangulate teachers’ professional needs
E.g. regular light-touch surveys with ‘trigger’ questions
New project manager-evaluator relationship:
Formative evaluation; constructive feedback loops; deeper exploration

11. Conclusion
An effective mentoring relationship and a constructive developmental dialogue between project partners are based on the same principles:
Respectful and open conversations
Honest, trusting and ‘real’ relationships
Clear awareness of others’ needs and a willingness to hear their voice