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ERIC Number: EJ1090148
Record Type: Journal
Publication Date: 2016
Pages: 24
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-0261-9768
An Analysis of Three Different Approaches to Student Teacher Mentoring and Their Impact on Knowledge Generation in Practicum Settings
Mena, Juanjo; García, Marisa; Clarke, Anthony; Barkatsas, Anastasios
European Journal of Teacher Education, v39 n1 p53-76 2016
Mentoring in Teacher Education is a key component in the professional development of student teachers. However, little research focuses on the knowledge shared and generated in mentoring conversations. In this paper, we explore the knowledge student teachers articulate in mentoring conversations under three different post-lesson approaches to mentoring: dialogue journaling, regular conferences and stimulated-recall conferences. Propositional discourse analysis identified 4534 propositions that were subsequently classified into four types of knowledge: recalls, appraisals, rules and artefacts along with the precision of arguments therein. Additionally, log-linear analyses were conducted to search for differences among the three mentoring approaches. The results indicate that dialogue journaling demonstrated more appraisals of practice, regular conferences emphasised rules and artefacts, and stimulated-recall favoured more precision in the type of the arguments stated. The three mentoring styles favour different but complementary understandings of practice and point to the impact of various approaches to mentoring on the sort of knowledge shared and generated in post-lesson mentoring conferences.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain