More Than Chat: Opportunities for Dialogic Praxis in Online Mentoring Conversations

• In Event: Mentoring Conversations in Teacher Education: Roles, Relations, and Reciprocity

Abstract

Introduction
Non-verbal text-based digital communication, such as instant messaging services (e.g. WhatsApp) and social media (e.g. Facebook), have become the preferred mode of communication for the millennial generation of student teachers (Author, 2019; Rambe & Bere, 2013; Timmis, 2012). In this study, a virtual third space was created for teacher candidates who were learning to teach English as a second language (ESL) in Hong Kong, to engage in professional conversations with external mentors during the 8-week practicum using WhatsApp. Specifically, I examined how external virtual mentors engaged ESL teacher candidates in critical conversations to help them deal with the tensions and perplexities of ESL teaching in the Hong Kong sociocultural context (Author & Anonymous, 2017).

Theoretical Perspectives
Studies of school-based mentoring practices suggest that student teachers undertaking practicums do not always receive the support necessary to connect campus-based learning with practice. In Hong Kong, untrained or unwilling mentors, time constraints and hierarchical cultures in schools have been highlighted as the major obstacles to school-based mentoring, and these contextual constraints mean that not all teacher candidates are able to build good relationships with school-based mentors (Wong, 2018). At best, school-based mentoring amounts to transmission of knowledge-of-practice (how). The important educative aspects of mentoring or inquiry into knowledge-of-practice (why) is often underdeveloped (Feiman-Nemser & Buchmann, 1985; Orland-Barak, 2010). Bieler (2010, p. 420) suggests dialogic praxis, a “space” where student teachers “can enact agency” and “negotiate tensions”, is critical for the improvement of teaching and learning.

This paper examines how mentoring conversations play out in an alternative and more informal learning space. Specifically, The third space values hybridity of identities, roles and relations (Gee, 2005). A key principle of the third space is a blurring and/or breaking of institutional boundaries, creating new learning spaces that may lead to a more secure sense of self (Bhabha, 2006; Zeichner, 2010).

Method
The research design draws on the principles of qualitative inquiry (Cresswell, 2007). Data are drawn from a larger study that was conducted over 2 years that included WhatsApp conversations, semi-structured interviews and written mentoring reflections. The participants were ESL student teachers from the 5-year Bachelor of Arts and Education (BABEd) programme. External mentors were ESL in-service teachers. Group mentoring approach was adopted. Each group included two mentors and two mentees. Findings from three mentoring groups will be presented. Thematic analysis (Braun & Clarke, 2006) was used to gain insights on how the mentors and mentees used the WhatsApp group as a space to work through tensions collaboratively (Orland-Barak, 2010).
Findings and Implications
Findings suggest in a virtual third space, ESL mentors and mentees felt comfortable discussing sensitive topics, for example, politics of English language education in Hong Kong schools. This enabled experienced and beginner teachers to identify and work through tensions and contradictions collaboratively. Theoretical studies examining online group mentoring conversations are scarce. The study offers insights into how technology can be leveraged to facilitate professional learning conversations between virtual mentors and mentees in context where face-to-face mentoring might be inadequate or unavailable.

Author

• Cheri Chan, University of Hong Kong