Genuine conversation: the enabler in good mentoring of pre-service teachers. Issue 6 (18th August 2017)

• Record Type: Journal Article
• Authors: Sheridan, Lynn; Young, Marie
• Is Part Of: Teachers and teaching. Volume 23:Issue 6(2017)
• Page Start: 658
• Page End: 673
• Publication Date: 2017-08-18
• Subjects: Pre-service teacher -- mentor -- practicum -- mentoring relationships -- professional conversations; Teaching -- Periodicals; 371.005
• DOI: 10.1080/13540602.2016.1218327
• Languages: English
• ISSNs: 1354-0602

Abstract

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.