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

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.