ABSTRACT
The role that mentors take in supporting beginning teachers is immeasurable, particularly given the current climate in terms of teacher recruitment figures showing that the recruitment of initial teacher trainees has been below target since 2012, while pupil numbers are on the increase. A non-directive approach to supporting learners is also placed at the heart of a coaching approach. This is highlighted by Pemberton, who states the aim of the coach is to encourage reflection by ‘helping someone see their situation clearly and calmly in order that they can make better decisions about what they do’. It is clear from research and observation that learning conversations can be a powerful way to enable others to take control of their own learning. Learning conversations provide opportunities for beginning teachers to identify aspects of practice they would like to explore in more depth while also enabling the process of reflection to develop, thus allowing them to take ownership of their learning.
