How can we support beginning teachers to be deliberative, engaging in self-regulation, as they learn teaching?

Tessa Blair, Doctoral Teaching Fellow, University of Oxford; Strategic Lead, Early Career Framework, East London Teaching School Hub, UK The role of self-regulation in effective learning is increasingly accepted (Muijs et al., 2014). This article draws on my doctoral research to consider the self-regulation of beginning teachers on employment-based routes (Teach First and School Direct (salaried)). In the challenging context of learning teaching ‘on the job’, I observed as a senior leader ‘professional mentor’ that beginning teachers and mentors rarely considered how they were learning. My close-to-practice study (Wyse et al., 2018) drew on a research-informed framework of the approaches that beginning teachers take to learning, from experience from the Developing Expertise of Beginning Teachers (DEBT) research programme (Burn et al., 2015). Mentors and beginning teachers used the framework to make sense of the ways in which they approached their learning by analysing their me