Mentoring Geography Teachers in the Secondary School supports both new and experienced mentors in developing their knowledge and skills in mentoring in geography education. Within the book, chapter authors critically consider how mentoring has been conceptualised and represented in policy and academic debate, as well as examining how mentoring in geography education has been experienced and perceived in practice.

Chapters in the book explore a range of perspectives, experiences and aspects of mentoring geography teachers, including:

• Critical engagement with educational policy and practice

• Perspectives from beginning geography teachers

• Mentoring as a professional development opportunity

• The value of engaging with the geography education community in teacher education

• How mentoring meetings and conversations can support beginning geography teachers in their growth and development

This book is a vital source of support and inspiration for all those involved in developing the next generation of geography teachers. The themes of justice, agency and voice - raised and engaged with implicitly and explicitly throughout this edited collection - are of critical importance to mentors, beginning teachers and geography education more broadly in developing and enacting a progressive vision of mentoring.

1. Introduction: Mentoring matters in and for geography education  Section 1: Mentoring in geography education  2. Navigating the policy landscape: conceptualising subject-specialist mentoring within and beyond policy  3. Mentoring as a spatial practice  4. What sort of mentoring for what sort of geography education?  Section 2: Perspectives and experiences in geography mentoring  5. Working with the complexity of professional practice and development  6. Mentoring as a professional development opportunity  7. Mentoring that makes a difference: perspectives from beginning teachers  8. Mentoring within the geography subject community  9. Supporting the development of geography mentors – the potential of professional learning at Masters level  Section 3: Being a geography mentor  10. Mentoring meetings and conversations supporting beginning teachers in their development as geography teachers  11. Planning in geography education: a conversation between university-based tutors and school-based mentors in Initial Teacher Education  12. Geography lesson observations at the interface between research and practice  13. Geography and geography education scholarship as a mechanism for developing and sustaining mentors’ and beginning teachers’ subject knowledge and curriculum thinking  14. Educative mentoring: a key to professional learning for geography teachers and mentors  15. Well-being: theory and practice for beginning geography teachers  Section 4: Conclusion  16. Mentoring matters: contributing to a more just tomorrow in geography education