Supporting sustained teacher development through reflection

Jane Essex, Willie McGuire

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)
10 Downloads (Pure)

Abstract

The specific focus of this chapter is on reflection and how mentors can harness its potential to develop teacher’s proficiency and self-efficacy. This chapter will consider critically how mentors can support teachers to develop their reflective skills and enhance the professional success of both parties. This is important, regardless of the career phase of the mentee, so that they can best respond to the challenges and opportunities of their role. Promoting reflection and reflective practice aligns closely with the aspects of mentoring that are set out in Chapter 1, most especially the counselling role, and it is an important element of the diverse functions of a mentor.
Original languageEnglish
Title of host publicationMentoring Teachers in Scotland
Subtitle of host publicationA Practical Guide
EditorsSandra Eady, Jane Essex, Kay Livingstone, Margaret McColl
Place of PublicationAbingdon, Oxon.
Chapter8
Number of pages18
Edition1st
Publication statusPublished - 19 May 2022

Publication series

NameMentoring Trainee and Early Career Teachers
PublisherRoutledge

Keywords

  • mentoring
  • reflection
  • teacher development

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