Become a participating school or join our mentoring scheme! Be a part of ensuring quality training for new teachers, in Spain and across Europe.

Mentoring can be an extremely rewarding professional experience. Mentors play a crucial role in the training process of student teachers and act as a model for effective teaching. This role also provides the opportunity to reflect upon the practice of teaching (including their own practice!) and keep up to date with evolving educational developments.

Download Learning Guide PDF

Mentoring Guidance Overview

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Observation Template

An outline

Professional Attributes

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Essential requirements for mentors

Mentors need to be supportive and encouraging as this can be a stressful time for trainees. It is also important to be able to challenge trainee teachers with constructive feedback enabling them to develop the necessary teaching skills and strategies, to become effective teachers. Mentors should liaise with colleagues and management as they are key facilitators in schools, ensuring the smooth running of the teaching practice placement for all.

The Benefits

PGCESpain funds and coordinates the involvement and training of mentors/subject tutors and local area coordinators in participating training schools across Spain.

Additional perks for mentors

As the PGCE course develops across Spain, PGCESpain aims to increase funding to participating schools and their mentors, relative to the success of the scheme, and to offer further employment opportunities and rewarding career development throughout Spain. We also aim to broaden study opportunities available to participating schools and their staff in the form of CPD courses and qualifications such as Masters in Education.

Being a mentor

A mentor should be an experienced teacher who has gone through the same process as the mentee. Be availabe to give advice and feedback to support and guide the trainee teacher on their way to being a fantastic teacher.



As a mentor you will get access to our online portal where you will be able to watch lessons and record your progress.


Teaching Practice and Observations.

TP1 (5 weeks)
Week 1: Observe other teachers.
Week 2: Team-Teach and take sections of lessons.
Week 3-5: Increase up to 50% Teaching Timetable.
Two informal observations per week
One formal observation with LP feedback and target per week once on 50% T1.

TP2 (5 weeks)
Week 1: Teach 50% of TT.
Week 2: Increase to 60-65% TT.
Two informal observations per week
One formal observation with LP feedback and target per week
Last week: One official observation with feedback and a copy sent to PGCESpain, from mentor*.

(*more experienced teachers may not require this number of observations).