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Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring |
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| Institution: | 1. University of Salamanca, Faculty of Education, Pº de Canalejas, 169, Office: 38, P.O. Box 37008, Salamanca, Spain;2. Fontys University of Applied Sciences, Teacher Training Institute for Primary Education, PO 550, 6130 AN Sittard, The Netherlands;3. Zuyd University of Applied Sciences, The Netherlands, Teacher Training Institute for Primary Education, PO 550, 6130 AN Sittard, The Netherlands;4. Monash University, Faculty of Education, Level 2, 29 Ancora Imparo Way, Clayton Campus, Wellington Road., Clayton, VIC 3800, Australia;1. Leibniz Institute for Science and Mathematics Education (IPN), Department of Chemistry Education, Olshausenstraße 62, D-24118 Kiel, Germany;2. Seminar for Elementary Science Education, University of Muenster, Leonardo-Campus 11, D-48149 Muenster, Germany |
| Abstract: | This study was situated in a Primary Teacher Education program in the Netherlands. The participants (N=16) comprised four each of: Pre-Service Teachers (PST); Mentor Teachers; School-Based Teacher Educators; and University-Based Teacher Educators. Video-recordings of four mentoring conversations for each PST which transcribed and translated for analysis. A mixed methodology was applied with analysis based on examining mentoring conversations in relation to the MERID-model through turn-taking analysis and Propositional Discourse Analysis. The study illustrates that mentors tend to use a more directive mentoring approach and that they dominate dialogue suggesting that there is aneed for reconsideration of the mentor-PST learning relationship and how it is understood in teacher education. |
| Keywords: | Teaching practicum Mentoring conversations Teacher professional knowledge |
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