Thriving, not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts

This study explores the perceptions held by nine mentor teachers from four Australian secondary schools about the impact they have on pre-service teachers during professional placement. Using Fraser’s (2000, 2005, 2008) social justice framework as a theoretical lens, this paper examines what can be learnt from these teacher mentors about mentoring in disadvantaged school contexts. These mentor teachers felt their most significant impact was in shaping pre-service teachers’ awareness and responsiveness to contextual factors so that they could not only fulfil professional experience requirements, but also be better prepared for potential future teaching opportunities in disadvantaged school contexts. •Teaching for social justice incorporates contextual awareness and understanding.•Mentor teachers can guide and support pre-service teachers through the complexities of teaching in disadvantaged contexts.•Experienced mentor teachers can exemplify best practice for teaching in disadvantaged schools.•Positive practicum experiences are ideal preparation for disadvantaged school teaching careers.