ABSTRACT
Practice involves two aspects: Actions that constitute what it is the teacher does, and professional knowledge, which includes knowledge about mathematics, mathematics education curriculum and pedagogy, knowledge about learning, knowledge about the learners themselves and their characteristics, and knowledge of local and national policy and legislation. This chapter focuses on discussing both aspects and is intended to help mentors understand and develop their role in beginning teachers experiential learning, as they become confident, knowledgeable and skilled practitioners. The foundations of mentoring practice focus on supporting a beginning teacher through cycles of experiential learning. The mentor uses the professional capability they have developed from their own experience to allow space for the beginning teacher to learn, plan, act and make mistakes. Many people working in education experience a culture that promotes long working hours, and this is likely to reduce the confidence of teachers and beginning teachers.
