Associate Teachers' Views on Dialogic Mentoring

Autor/inn/en	Jones, Luke; Tones, Steven; Foulkes, Gethin; Jones, Rhys C.
Titel	Associate Teachers' Views on Dialogic Mentoring
Quelle	In: Teachers and Teaching: Theory and Practice, 27 (2021) 1-4, S.181-192 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2021.1933421
Schlagwörter	Foreign Countries; Teacher Attitudes; Mentors; Preservice Teachers; Preservice Teacher Education; Graduate Students; Anxiety; Trust (Psychology); Observation; Teaching Methods; Interpersonal Communication; Partnerships in Education; Instructional Effectiveness; Feedback (Response); Student Attitudes; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Angst; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Hochschulpartnerschaft; Unterrichtserfolg; Schülerverhalten
Abstract	The aim of this paper is to examine Associate Teachers' (ATs) views on dialogic mentoring. More specifically it considers the views of 48 ATs who were involved in an Initial Teacher Education (ITE) partnership that has emerged in response to several changes that have occurred in Welsh education. Educational reforms in Wales have highlighted the value of mentoring and the new ITE partnership is uniquely committed to a dialogic approach. A questionnaire and three focus group interviews were used to generate data from the 48 ATs who were completing a one-year postgraduate programme. Thematic analysis was then used to interrogate the data and identify patterns of response. Adopting a dialogic approach was found to remove some of the anxiety around formal observations and help establish trusting collaborative relationships where ATs were willing to take risks. The dialogic approach was more democratic and gave ATs a stronger voice, but this also created some conflict as mentors' own beliefs were more likely to be questioned. The dialogic approach relied on mentors being fully invested in the process and being committed to open conversations about learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01