Over the years, England has shifted towards teacher education that is based in school, with initiatives such as the School Centred Initial Teacher Training (1992; 1993), the Graduate Teacher Programme (1996), and the expanded Teach First (2010). The UK government's white papers on education (2010, 2016) have led to a significant rise in school-based initial teacher training (ITT) provision.

During school placements in the United Kingdom, new teachers are assisted by more experienced teachers, known as school mentors. However, studies such as Maguire (2001) and Sewell et al. (2009) have revealed power asymmetries between mentor and mentee, creating conflict as new instructors construct their professional identities. Our research builds on the findings of Maguire (2001) and Sewell et al. (2009), highlighting the direct influence of mentors on the development of new teachers' professional identities. We also advocate for more comprehensive mentor training to increase the quality of the mentoring process, as suggested by Maguire (2001).

Mentors can help new instructors reduce their anxiety, as Grima-Farrell (2015) has pointed out. However, as noted by Lofthouse and Thomas (2014), positive mentoring experiences are not universal. The school-based mentors referred to in our study have a different impact than those who are not affiliated with a school, according to McIntyre and Hobson (2016) and Cameron and Grant (2017).

The importance of mentors in aiding trainee instructors has also been recognised in the Carter Review of Initial Teacher Education (Carter, 2015), which proposed that the Teaching Schools Council produce a set of national criteria for mentors (2016). These non-statutory Mentoring Standards were developed to ensure consistent quality of mentoring for trainee teachers.

This research addressed two questions: What are new teachers' perceptions of mentors, and how can they develop themselves based on their mentors' directives? and What professional and non-professional support is provided by mentors? Understanding professional identity is crucial in helping new teachers make sense of themselves, as identified by Coldron and Smith (1999) and MacLure (1993). For this research, professional identity is defined as "a reflexive sense of competence, confidence, and belonging in a community." Identity as a notion provides a framework for examining our perceptions of ourselves as well as how others see us in various circumstances and groups.

In conclusion, mentors play a critical role in guiding new teachers and developing their professional identities. Best practices for mentor training and identified support mechanisms can improve the quality of mentoring. Understanding professional identity is also essential in preparing new instructors for placement, raising awareness of challenges that may arise and providing recommendations for coping mechanisms.

Exploring the Concept of Learning in Communities of Practice

The concept of teacher learning in school communities has been studied through the lens of a community of practice. Scholars like Woodgate-Jones, Trust and Horrocks, and Wright et al. have delved into this area. Vangrieken et al. also acknowledge the vitality of understanding teachers' professional growth in the context of the community, despite the hazy nature of the term "community." Accordingly, Woodgate-Jones' study of student teachers in England highlighted three qualities that correspond to the notion of communities of practice. Firstly, there exists a shared interest in pupil learning. Secondly, there are common activities and informal talks that aid in the learning of the community. Thirdly, instructors are practitioners who establish and share their practice.

Learning in this context includes acquiring skills, knowledge, and sociocultural practices to progress from the periphery of a community of practice to full involvement. Newcomers to a community experience various encounters, including building relationships with members and learning about the traditions and procedures of the community. These experiences can shape, encourage or hinder future learning, as well as a starting teacher's sense of community and developing professional identity.

Lave and Wenger's term "legitimate peripheral participation" describes the intricacy of newcomer integration into a community, as well as the process by which they become members of a community of practice. Though peripherality is seen as an opening into the workings of the community, "unequal relations of power" are inherent in communities of practice. Hegemony over learning resources, alienation from full involvement and the formation of legitimacy and peripherality of participation are intrinsic factors. Complete involvement is not always achievable, as acknowledged by Wenger. The professional learning communities of Trust and Horrocks illustrate the welcoming of newcomers, induction into communal traditions and active participation encouraged by some communities. However, influential practitioners may limit or restrict access to the community in response to threats to the status quo.

Power may define degrees of legitimate peripheral engagement, which may have an impact on the professional identity of starting teachers. The connection between new teachers and their mentors may be marked by a higher feeling of equality than when they are in training. This is in contrast to the expert-novice interaction more commonly found in the community of practice while new instructors are finishing their official teaching practices.

Data Collection

The method employed in this study was interpretative and inductive. Data was collected via focus groups and questionnaires. The trustworthiness of the data was bolstered by the use of two research approaches. Four exploratory focus groups were conducted with 16 new teachers. The focus groups included questions about participants' mentorship experiences as they prepared to become teachers. The results of the focus groups were used to help create the questionnaire, which had 27 questions, 17 closed and ten open-ended. The questionnaire was provided to two groups of participants who had recently finished their final teaching placement and were about to get QTS. The purpose of the study was to examine whether psychological distance reduced the emotional impact of mentor perceptions. Focus groups were also held with individuals who had graduated from both BA and PGCE courses at a NQT conference organized by the school, and 40 fully completed surveys were received.

Analysis of Data

In order to analyze the responses obtained from the open-ended questionnaire and focus groups, we utilized interpretive phenomenological methodology (IPA). As recommended by Smith and Osborn (2015), we had a small sample size which was homogenous, comprising of beginner teachers. Through IPA, we were able to elicit the perceptions of participants, which allowed us to include as much original data as possible, providing rich descriptions of the experiences beginner teachers face in their first placements. Our aim was to enable others who read our data to compare and contrast their experiences or research with ours to support its applicability (Lincoln and Guba, 1985) in different contexts. We customized the IPA methodology as suggested by Smith and Osborn (2008) to fit our research and the analysis of focus groups. As per Wilkinson (2015, p. 202), the use of focus group research is amenable to various data analysis methods including phenomenology. On certain occasions, focus groups can encourage greater disclosures than one-on-one interviews, which was useful in our research. We enumerated emerging themes, classified them based on similarity, and developed them into overarching concepts. We carried out an iterative process of interpretation, ensuring that our analysis was meticulous. In the initial stages, these themes were organized into a table with supporting evidence from the transcript. We incorporated the sensitization process (Blumer, 1954) to scrutinize our data and incorporated themes from the literature in our analysis.

Findings and Discussion

Our analysis revealed that beginner teachers experienced a range of scenarios that influenced their sense of professional identity, competence, and belonging. While some experiences helped to enhance their confidence and professional identities, some led to self-doubt and insecurity. In most instances, mentors played a key role in shaping these experiences and how beginner teachers perceived themselves. We detailed the types of support that were critical to novice teachers, which were categorized under four themes:

1. Belonging support

2. Emotional support

3. Pedagogical support

4. Space support

Belonging Support

We found that it was essential for beginning teachers to feel like they belonged and were accepted in their classroom and school environment. This was facilitated by a collaborative and supportive team spirit. As pointed out by Bathmaker and Avis (2005), Lave and Wenger's (1991) work defines how novice teachers undergo a change in identity as they progress from being apprentices to becoming fully-fledged teachers. Our study affirmed Maynard's (2000) findings that PGCE students' perception of themselves as members of the school where they completed their internships was crucial. Our research showed that beginner teachers value being an integral part of the classroom community and a larger school environment. Mentors played a significant role in welcoming and integrating beginning teachers into their new environment. Beginner teachers felt that they "belonged" in the school and with colleagues that included them in decision-making processes.

The experience I have had with my employment thus far has been superb. I consider myself fortunate to have been assigned a mentor who has become like a teacher to me. During my initial days at work, she took the time to give me a thorough orientation of the premises, made introductions to everyone, showed me where everything is located and even provided me with a list of individuals who could be of aid to me in case I needed help. Additionally, she has provided me with invaluable teaching suggestions that have helped me become better at my job.

At present, I am in the process of making plans, which she reviews with me. She provides commendations whenever she deems my ideas to be effective and constructively criticizes them when she identifies ways in which they can be improved. Through her active mentorship, I have continuously been learning and developing various skills and knowledge that I believe will be instrumental in my future endeavors as an educator.

A crucial aspect of mentorship is ensuring that new teachers feel integrated into the school community. The non-statutory Mentoring Standards (2016) recognize the importance of this aspect and provide guidelines that ensure consistency and coherence in mentorship programs in schools. Although they do not explicitly state "belonging," Standards 1 and 3, which suggest that a mentor should encourage trainees to engage in school activities and be approachable, imply that mentors should exhibit behaviors that make new teachers feel welcome in the school community. By conforming to these standards, mentors can create a positive atmosphere for new educators and foster a sense of belonging that is crucial to their overall success.