Reimagining Mentorship in Language Teacher Education: A Relation-Centered Transpositional Framework and a TEAM Practice Model

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 08: Teacher Recruitment, Induction, and Mentoring Virtual Poster Session

Abstract

This paper introduces a Relation-Centered Transpositional framework to reimagine mentorship in teacher education. Grounded in an ethnographic study on mentor-mentee relationship building, it explores how RTC may empower culturally and linguistically diverse mentees and mentors to co-construct equitable collaborative relationships. Analysis of two telling cases illustrates how mentors and mentees shift perspectives, unlearn their roles, and negotiate professional identities. Based on the empirical findings, we reconceptualize mentoring as socially and discursively constructed relation- and identity-making processes. We further propose a Transpositional Engagement and Adaptive Mentorship practice model to enact RTC through transpositional engagement, relational and pedagogical adaptability, inquiry-driven dialogues, empathy and trust, and create sustainable and transformative mentorship. This study calls for integrating relational competencies and transpositional engagement in teacher education.

Authors

• Huili Hong, Vanderbilt University

• Li Wei, UCL Institute of Education