An Analysis of Three Different Approaches to Student Teacher Mentoring and Their Impact on Knowledge Generation in Practicum Settings

Autor/inn/en	Mena, Juanjo; García, Marisa; Clarke, Anthony; Barkatsas, Anastasios
Titel	An Analysis of Three Different Approaches to Student Teacher Mentoring and Their Impact on Knowledge Generation in Practicum Settings
Quelle	In: European Journal of Teacher Education, 39 (2016) 1, S.53-76 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2015.1011269
Schlagwörter	Mentors; Practicums; Student Teachers; Teacher Education; Recall (Psychology); Diaries; Discourse Analysis; Classification; Interpersonal Relationship; Knowledge Base for Teaching; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Abberufung; Diary; Tagebuch; Diskursanalyse; Classification system; Klassifikation; Klassifikationssystem; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Spanien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01