Supporting sustained teacher development through reflection

Essex, Jane and McGuire, Willie; Eady, Sandra and Essex, Jane and Livingstone, Kay and McColl, Margaret, eds. (2022) Supporting sustained teacher development through reflection. In: Mentoring Teachers in Scotland. Mentoring Trainee and Early Career Teachers (1st). Routledge, Abingdon, Oxon.. ISBN 9780367405991

[thumbnail of Essex-McGuire-MTS-2022-Supporting-sustained-teacher-development-through-reflection]
Preview
 Text. Filename: Essex_McGuire_MTS_2022_Supporting_sustained_teacher_development_through_reflection.pdf
Accepted Author Manuscript
License: Strathprints license 1.0
Download (480kB)| Preview

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.

CORE (COnnecting REpositories)