Not just <i>Émile</i> : exploring the education of new teachers through a Rousseauian lens

Abstract The UK (United Kingdom) government’s evolving strategies for teacher recruitment and statutory guidance have cultivated a dynamic cohort of new teachers with ever-changing needs. Drawing on Rousseau’s educational philosophy, this theoretical article advocates for a personalized and autonomous approach to teacher training. It tentatively introduces the term ‘Émilian Autodidacticism’, inspired by Rousseau’s Émile, or on Education. This article contends that Émilian Autodidacticism, despite its inherent flaws and contradictions, offers a valuable mentoring framework. It places the mentee at the centre of their own learning, fostering autonomy and self-directed growth. By emphasizing the teacher’s active role in their own development, this approach provides a meaningful and personalized mentoring system for new teachers. Additionally, this article aims to bridge theory and practice, presenting Émilian Autodidacticism as an alternative way to support beginning teachers.