ERIC Number: EJ1334881
Record Type: Journal
Publication Date: 2022
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1361-1267
EISSN: N/A
Mentoring Conversations in Preservice Teacher Supervision: Knowledge for Mentoring in Categories of Participation
Nielsen, Wendy; Tindall-Ford, Sharon; Sheridan, Lynn
Mentoring & Tutoring: Partnership in Learning, v30 n1 p38-64 2022
The purpose of this study was to elaborate the knowledge of the supervising teacher as enacted through mentor-mentee conversations that occur during practicum. An interpretivist framework using Clarke et al.'s (2014) Categories of Participation was used to consider how supervising teacher knowledge manifests in mentoring conversations with the preservice teacher. Case study methods captured conversations "in situ" when dyad pairs (n = 5) discussed a particular lesson developed and taught by the preservice teacher. The results illustrate three Categories of Participation as most frequent, providing insight into supervising teachers' knowledge base. An important finding from this study is the value of mentoring conversations for 'making visible' classroom teacher practices and knowledge to the preservice teacher during the practicum, which has implications for the professional development of supervising teachers.
Descriptors: Mentors, Interpersonal Relationship, Preservice Teachers, Practicums, Cooperating Teachers, Interpersonal Communication, Teacher Role, Foreign Countries, Knowledge Level
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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: Australia
Grant or Contract Numbers: N/A