Post-observation discussions and target setting

Abstract

This chapter explores the potential of post-observation discussions for the professional development of beginning religious education teachers. It highlights the importance of encouraging beginning teachers to reflect on their own classroom experiences so that they can not only contribute to but take the lead in these professional conversations. The chapter therefore explores how mentors can support beginning teachers, using educative or ONSIDE mentoring approaches to develop a collaborative approach that ensures they are at the heart of the process. Consideration is given to the need to ensure that there is adequate time and space for post-observation discussions to ensure that they can go beyond a straightforward discussion of events to become a professional conversation that considers a lesson in the context of broader professional development, current educational research and from a subject-specific perspective. The chapter concludes by exploring how these broader conversations, which may be further developed in a weekly mentor meeting, can support effective target setting.