ABSTRACT
This chapter addresses mentoring styles, focusing on lesson observation and feedback. It presents three scenarios for a pre-lesson observation discussion about pedagogical content knowledge, teacher standards and focuses aspects of the lesson for observation and feedback. Using example of a practical lesson on relationship between current and voltage in series circuits, the chapter presents Case studies of Brian and John to consider strategies and best practice before, during and after the lesson observation as part of the lesson observation cycle to develop pupils’ conceptual understanding in science within the context of the Mentor Teacher Roles in Dialogues model of mentoring. It then considers how mentors could support a beginning teacher’s teaching by encouraging them to become a reflective teacher and to use a mentoring checklist for the lesson observation cycle. Lesson observation is an ongoing, complex and cyclical process that offers a consistent platform in which a constructive, professional mentor–mentee relationship allows beginning teacher to develop as an effective teacher.
