The role of mentoring and peer-to-peer support in sustaining teacher professional development

This paper presents a part of the RESPOND European Erasmus+-project on the mutually sustaining relationship between teacher professional development and overall school development. The focus is on one of four product results from the project, “The RESPOND Teacher Professional Development Support Guidelines” developed as a tool for understanding the roles of and interactions between different actors in school, with particular reference to the role of mentors for formal institutional support and peer-to- peer support for informal support between colleagues. The paper concludes with a reflection on the aims and the intended impact of the guidelines.