The Role of Dialogue in Teacher Mentoring and the Development of Preservice Teachers

• In Event: Examining Mentoring and Feedback for Preservice Teachers

Abstract

We report and discuss findings from a case analysis of a mentor/mentee pair who engaged in problem-posing dialogue over one year of their work together in a student teaching classroom. The context is an innovative program in which mentors pursue their Master’s degree while undergraduate mentees complete their elementary education degrees. A critical discourse analysis of Jane and Stephanie’s talk illustrated tensions between directive coaching in which the mentor offers judgment and feedback and coaching that is “present” or responsive to the mentee. An analysis of six coaching cycles provided us with a framework for understanding dialogue that moves student teachers to become reflective practitioners as often student-centered and characterized by shared focus on problems of practice.

Authors

• Melissa Mosley Wetzel, The University of Texas - Austin

• Beth Maloch, The University of Texas - Austin

• James V. Hoffman, The University of Texas - Austin

• Laura Taylor, The University of Texas - Austin

• Erin Greeter, The University of Texas - Austin

• Alina Pruitt, The University of Texas - Austin

• Saba Khan Vlach, The University of Texas - Austin