Developing reflection and expertise: can mentors make the difference?

Abstract

An important function of mentoring is to assist protégés in becoming autonomous professionals who reflect and solve problems as experts. The emerging literature on information processing, reflective practice, and expertise indicates: experts solve problems differently than novices; and learners who participate in a structured instructional programme can learn these higher‐order conceptual skills. Based on these findings, examines the principles and practices of cognitive coaching as a viable means for mentors to use in developing the reflective and problem‐solving expertise of their protégés. Provides practical suggestions for how mentor/coaches can utilize reflective questioning strategies, clarify and probe responses, and take a non‐judgemental stance. Concludes with an overview of a training model which would prepare and support mentors in their attempt to assist protégés in becoming self‐directed, expert problem solvers.

Citation

Barnett, B.G. (1995), "Developing reflection and expertise: can mentors make the difference?", Journal of Educational Administration, Vol. 33 No. 5, pp. 45-59. https://doi.org/10.1108/09578239510098527