Teacher Mentoring as a Way to Prompt Student Teachers' Practical Knowledge in the Practicum

• In Event: 34.080 - Poster Session 7
  In Poster Session: 34.080-1 - Division K Section 5 Poster Session 1

Abstract

Teacher mentoring is often promoted as essential for student teacher learning and knowledge.We explore the pedagogical practical knowledge that is jointly constructed in post-lesson mentoring interactions of 128 student teachers in an elementary Teacher Education program.Three styles of mentoring were scrutinized: dialogue journaling(DJ); regular conferences(RC) and stimulated-recall conferences(SRC).Propositional Discourse Analysis(PDA)and Logit Analysis were used to describe and compare the three forms of mentoring interactions.PDA identified 4,534 propositions that referred to one of the four types of knowledge generated (recalls, appraisals, rules, or artifacts).The results indicate that DJ demonstrated more appraisals of practice, RC emphasized rules and artifacts, and SRC favored more precision in the type of the arguments generated. The three mentoring styles favor different but complementary understandings of practice.

Authors

• Juan-José Mena Marcos, Universidad de Salamanca

• Anthony Clarke, The University of British Columbia

• Maria-Luisa García Rodríguez, Universidad de Salamanca

• Tasos Barkatsas