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Journal cover: Journal of Educational Administration

Journal of Educational Administration

ISSN: 0957-8234

Online from: 1963

Subject Area: Education

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Developing reflection and expertise: can mentors make the difference?


Document Information:
Title:Developing reflection and expertise: can mentors make the difference?
Author(s):Bruce G. Barnett, (College of Education, University of Northern Colorado, Greeley, Colorado, USA)
Citation:Bruce G. Barnett, (1995) "Developing reflection and expertise: can mentors make the difference?", Journal of Educational Administration, Vol. 33 Iss: 5, pp.45 - 59
Keywords:Leadership, Mentoring, Problem solving, Reflective listening, USA
Article type:Conceptual Paper
DOI:10.1108/09578239510098527 (Permanent URL)
Publisher:MCB UP Ltd
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.



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