Dialogic Research Mentoring in Pre-Service Teacher Education

Autor/in	Tuyan, Seden Eraldemir
Titel	Dialogic Research Mentoring in Pre-Service Teacher Education
Quelle	In: International Journal of Mentoring and Coaching in Education, 12 (2023) 3, S.267-283 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tuyan, Seden Eraldemir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-6854
DOI	10.1108/IJMCE-12-2021-0110
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Mentors; Action Research; English Teachers; Dialogs (Language); Teacher Researchers; Educational Strategies; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Projektforschung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Dialog; Dialogs; Dialogue; Dialogues; Lehrerforschung; Lehrstrategie; Ausland; Türkei
Abstract	Purpose: This paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy. Design/methodology/approach: Through this first-person action research, the author aims to improve her teacher-research mentoring practice. As an inquiry into her own actions, the author examines her experiences, her understanding of them, and the potential meaning for her work as a teacher-research mentor during the two years she tutored the action research course. The author explores the procedures of the mentoring model she developed and the effectiveness of dialogic research mentoring in promoting critical consciousness and taking positive action in pre-service English language teachers. Findings: Effective actualization of the teacher-research mentoring process facilitates mentors' refinement and understanding of their roles during teacher-research mentoring. Perceived barriers can be overcome by adopting nine relevant strategies, which can be grouped into three themes: community-building, nurturing competencies, and fostering growth. Accordingly, the research mentoring model incorporates these strategies. Originality/value: The insights enriched the existing knowledge of the dynamics of mentoring in general and of teacher-research in particular. Additionally, the study offers strategies developed based on my informed actions as the researcher to attain more effective outcomes during the research mentoring process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01