Using artefacts as a research method to explore effective mentoring in teacher education

This article outlines the use of artefacts as a creative and effective qualitative research method when exploring impactful approaches to the mentoring of student teachers in Wales. It’s based on a project involving participants from a range of contexts; both primary and secondary Mentors and student teachers who were given autonomy to choose an artefact which represented effective mentoring. All participants engaged with the process and articulated this well; this led to a wide range of examples and approaches across the Open University in Wales PGCE Partnership. Using artefacts as a tool for research engaged the participants in a richer discussion and enabled them to speak with freedom and clarity, with a real focus on individual experience. It revealed more about the Mentor or mentees and their thoughts and feelings about the relationship and the process of mentoring and was often the most relaxed aspect of the interviews. Artefacts were unique to the participant’s experience and the metaphorical link to this enabled them to discuss their views with insight. Using artefacts in research is a useful and creative approach to data collection which can be applied to a range of contexts, echoing literature in this field.