The importance of critical self‐reflection in mentoring newly qualified teachers

Abstract

Taxonomies of teaching competences are regarded in some quarters as a suitable framework for mentoring newly qualified teachers. New teachers, however, should be encouraged to engage in a more profound scrutiny of professional practice than any purely skills‐based model can offer. The ethos and priorities of a school are crucial to this approach, as is the encouragement of reflective practice and collaborative problem‐solving in all staff.

Additional information

Notes on contributors

Kevan Bleach

Kevan Bleach is Senior Teacher at The Sneyd School