This guide identifies good practice in relation to mentoring in initial teacher training, and offers advice on how to achieve it. Following the recent OFSTED Report on initial teacher training which specifically identified mentoring and support for teaching practice as a general weakness across most programmes, this timely book suggests ways of supporting mentors more effectively, through partnership working, strategic planning, training, professional development, and the provision of materials and resources. It argues that mentors should be seen as key members of the teams delivering teacher training programmes, even when based in different provider organisations and demonstrates the value of regionally-managed systems for building and maintaining 'communities of practice' through professional networks for trainers and mentors.