European Journal of Teacher Education volume 39, issue 1, P53-76 2015 DOI: 10.1080/02619768.2015.1011269 View full text
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Juanjo Mena, Marisa García, Anthony Clarke, Anastasios Barkatsas

Abstract: Mentoring in Teacher Education is a key component in the professional development of student teachers. However, little research focuses on the knowledge shared and generated in mentoring conversations. In this paper, we explore the knowledge student teachers articulate in mentoring conversations under three different post-lesson approaches to mentoring: dialogue journaling, regular conferences and stimulated-recall conferences. Propositional discourse analysis identified 4534 propositions that were subsequent…

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