I Know How It Feels: Virtual Mentors Mediating Learning for Prospective Teachers in the Practicum

• In Event: Meaningful Mentoring Practices: Preservice Teachers and Mentors

Abstract

This presentation reports on a qualitative study examining how group mentoring conversations unfold within an online mediated professional community. The objective was to analyse the mediation strategies used by virtual mentors to help TESL (Teaching English as a Second Language) student-teachers deal with tensions integrating TESL theories into practice within a teacher education programme in Hong Kong. Online conversations were analysed and theorised using sociocultural theories of learning and critical theories of language. Findings show online mentors’ communications included high levels of emotional contents (e.g. empathy) and practical strategies to mediate learning for student-teachers. Implications for online mentoring as an alternative ‘third space’ to help prospective TESL teachers interrogate tensions in the teaching practicum will be discussed.

Author

• Cheri Y. Chan, University of Hong Kong