Mentoring Conversations in Teacher Education: Roles, Relations, and Reciprocity

Session Type: Symposium

Abstract

This symposium critically examines mentoring conversations as a situated and sociocultural practice in teacher education. International scholars from Canada, Hong Kong, Israel and Spain bring together research which examines mentoring conversations in teacher education. These papers seek to understand how talk and interaction support the learning of prospective, novice and in-service teachers at different levels and across multiple contexts, including initial teacher education and teaching practice settings, youth mentoring as service-learning and online group mentoring. Reflecting different methodologies for studying mentoring conversations, the four studies draw on theories of teacher learning in communities, sociolinguistics and discourse analysis to extend debates and theories of mentoring interaction. Implications for research and practice in mentoring conversations will be explored.

Sub Unit

• SIG-Mentorship and Mentoring Practices

Chair

• Margaret M. Lo, University of Hong Kong

Papers

• Mentor Teachers' Profiles on Their Motivations and Challenges: An Analysis of Four Mentoring Conversations - Juanjo Mena, Universidad de Salamanca; Anthony Clarke, The University of British Columbia

• More Than Chat: Opportunities for Dialogic Praxis in Online Mentoring Conversations - Cheri Chan, University of Hong Kong

• Patterns and Styles of Mentors' Talk in Learning Community - Mirit Rachamim, Oranim College of Education, Israel; Lily Orland-Barak, University of Haifa

• Analysing Youth Mentoring Conversations: A Sociolinguistic Ethnographic Approach - Margaret M. Lo, University of Hong Kong