Helping beginning design and technology teachers to analyse and develop knowledge, skills and understanding of food preparation and nutrition

In a new school setting, a beginning teacher will be relatively dependent on the mentor who will need to be supportive, knowledgeable and encouraging to enable the mentee to grow. Over-time the relationship will change as the mentee becomes more confident, self-assured and independent. Being a mentor in a subject with a preponderance of practical work can be daunting. The chapter offers the opportunity to stimulate discussions allowing the beginning teacher to develop and establish own practice, underpinned by effective reflection. As the beginning teacher progresses and recognises the distinctive features of Food teaching perceptions and understanding of the reflective models may develop and change. For a beginning teacher there are myriad opportunities to develop and hone the skills required to be an effective teacher. Observing a beginning teacher's progress can be incredibly rewarding.