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Stephanie Marshall-Whitley

Education and Training Lecturer, Truro and Penwith College

Research Bio

From novice to nurtured: supporting early career teachers' growth in FE through mentorship

Stephanie is reading for an MSc in Learning and Teaching. Her research focuses on the professional development of Early Career Teachers (ECTs) in the Further Education (FE) sector, with particular attention to teacher retention, recruitment and professional development. Her MSc employs a mixed-methods approach, incorporating case studies, critical friends and autoethnography to explore how mentorship influences ECT professional growth and commitment.

Stephanie developed and leads a mentoring and teacher development programme in FE, supporting both new and second-year teachers. She is dedicated to fostering a supportive environment that encourages professional growth and aims to improve teacher retention rates. Stephanie’s mentoring initiatives have contributed to a more stable and engaged teaching workforce.

As a funded Research Further scholar through the Association of Colleges (AoC), Stephanie actively participates in research on teacher experiences. Her work has implications for policy and practice within the sector, as she seeks to create evidence-based strategies that enhance teacher support and student outcomes. Stephanie's commitment to the FE sector is reflected in her hands-on mentoring approach and her ongoing contributions to research, aiming to make a meaningful impact on the professional development of new teachers.

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Call for action

Stephanie is seeking senior leaders from other FE providers with experience in ECT support programmes to act as critical friends for her research. She invites them to evaluate a mentoring programme for new teachers using the CIPP (Context, Input, Process, Product) model. Their insights will be invaluable in assessing the programme’s strengths and identifying areas for improvement, ensuring it effectively supports ECTs in developing resilience, professional commitment, and teaching skills. Stephanie values their expertise in shaping a mentoring framework that can drive better outcomes for ECTs, mentors, and students in the FE sector. Together, she hopes to collaborate to make a meaningful difference!

Research Outputs

Publications

Activities and events (inc. conferences)

  • AoC conference, Birmingham, November 2024
  • Festival of Practice, Coleg-Sir-Gar, July 2024
  • University of Oxford, Department of Education Poster conference, June 2024
  • AoC conference, Birmingham, November 2023

          Additional Information

          Stephanie is passionate about QTLS (Qualified Teacher Learning and Skills) and firmly believes in its value for new teachers and the FE workforce. She supports applicants in navigating the QTLS process, helping them understand how achieving this status underpins their teaching skills and career prospects. Stephanie advocates that QTLS strengthens individual practice and contributes to a more competent and committed teaching workforce; this benefits student learning experiences across the sector.