Abstract
ABSTRACT Mentoring is a favoured practice in many fields, including teacher education. This article challenges the uncritical acceptance of the beneficial effects of mentoring, by developing a novel conceptual model which allows to theorise and study mentoring as a discursive practice, focusing on the relations between all actors involved (i.e. teacher educator, student teacher, mentor), located in broader socio-cultural contexts. The model integrates (elements of) positioning theory and frame analysis which together deliver the necessary conceptual tools to explain how mentoring triads exactly operate and why they operate as they do. The model is substantiated with empirical results from an exploratory single case-study of one mentoring triad from a teacher education provider in England. The article concludes with an agenda for future research, inviting the research community to engage with the proposed model to start building a broader evidence base in both the dynamics and outcomes (broadly defined) of mentoring.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
