Balancing Value and Cost in Initial Teacher Education Mentor Training: an expectancy-value theory perspective

Using expectancy-value theory, this study explores Initial Teacher Education mentors' views on mentor training, identifying benefits and costs, and what 'good' training might look like. Survey and interview data indicated training is a common and generally welcomed form of support, with strong preferences for how it is done (e.g., purposeful, bespoke, timetabled) to maximise utility and attainment value and minimise cost value. Training can therefore help support mentors in their role; however, it must be done thoughtfully to not exacerbate existing tensions around the role (i.e., insufficient time and recognition), which are essential to consider given the ongoing retention crisis.