Mentoring Conversations in Preservice Teacher Supervision: Knowledge for Mentoring in Categories of Participation

Autor/inn/en	Nielsen, Wendy; Tindall-Ford, Sharon; Sheridan, Lynn
Titel	Mentoring Conversations in Preservice Teacher Supervision: Knowledge for Mentoring in Categories of Participation
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 30 (2022) 1, S.38-64 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nielsen, Wendy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2022.2030185
Schlagwörter	Mentors; Interpersonal Relationship; Preservice Teachers; Practicums; Cooperating Teachers; Interpersonal Communication; Teacher Role; Foreign Countries; Knowledge Level; Australia + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Practicum; Praktikum; Praktika; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Interpersonale Kommunikation; Lehrerrolle; Ausland; Wissensbasis; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01