As initial teacher education moves increasingly to the school, mentoring is becoming an ever more crucial part of the training process. Schools that are considering becoming part of the training consortia - and many others already involved in this training - are realizing that it can be difficult to reconcile the demands of teacher training with pupil's needs.;This book examines the policy issues surrounding mentoring, at both the national and school levels. Drawing on research and case studies with schools, the book examines the educational policy issues as perceived by schools and staff, the impact of mentoring on school culture and organization, the motivation, career development, and issues perceived by mentors.