Skip to main content
placeholder image

Genuine conversation: the enabler in good mentoring of pre-service teachers

Journal Article


Abstract


  • This study confirms the role of genuine conversation as the enabler in good mentoring of pre-service teachers. The practicum plays an essential role in moving the pre-service teacher beyond learning about teaching to the practice of teaching. Yet the benefit of the practicum is often constrained by relational tensions, disappointment and frustrations for both the pre-service teacher and the mentor. The authors report on the findings drawn from stories and experiences of pre-service teachers and mentors as they participated in a final practicum in a range of Australian secondary schools. This paper uses social learning theory as a framework for understanding the key aspects of pre-service teacher mentoring: specifically, Wenger’s three interrelated concepts of mutual engagement, joint enterprise and shared repertoire. Conversation plays a critical role in these areas and hence enables successful practicum experiences. Recommendations to enhance professional conversations focus on strengthening the relationship through considered pre-service teacher placement, close school/university partnerships, mentor programmes and the selection of appropriate mentors. © 2016 Informa UK Limited, trading as Taylor & Francis Group

Publication Date


  • 2017

Citation


  • Sheridan, L. & Young, M. (2017). Genuine conversation: the enabler in good mentoring of pre-service teachers. Teachers and Teaching: Theory and Practice, 23 (6), 658-673.

Scopus Eid


  • 2-s2.0-84981719343

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2886

Number Of Pages


  • 15

Start Page


  • 658

End Page


  • 673

Volume


  • 23

Issue


  • 6

Place Of Publication


  • United Kingdom

Abstract


  • This study confirms the role of genuine conversation as the enabler in good mentoring of pre-service teachers. The practicum plays an essential role in moving the pre-service teacher beyond learning about teaching to the practice of teaching. Yet the benefit of the practicum is often constrained by relational tensions, disappointment and frustrations for both the pre-service teacher and the mentor. The authors report on the findings drawn from stories and experiences of pre-service teachers and mentors as they participated in a final practicum in a range of Australian secondary schools. This paper uses social learning theory as a framework for understanding the key aspects of pre-service teacher mentoring: specifically, Wenger’s three interrelated concepts of mutual engagement, joint enterprise and shared repertoire. Conversation plays a critical role in these areas and hence enables successful practicum experiences. Recommendations to enhance professional conversations focus on strengthening the relationship through considered pre-service teacher placement, close school/university partnerships, mentor programmes and the selection of appropriate mentors. © 2016 Informa UK Limited, trading as Taylor & Francis Group

Publication Date


  • 2017

Citation


  • Sheridan, L. & Young, M. (2017). Genuine conversation: the enabler in good mentoring of pre-service teachers. Teachers and Teaching: Theory and Practice, 23 (6), 658-673.

Scopus Eid


  • 2-s2.0-84981719343

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2886

Number Of Pages


  • 15

Start Page


  • 658

End Page


  • 673

Volume


  • 23

Issue


  • 6

Place Of Publication


  • United Kingdom