Abstract
Abstract Despite the push for fostering reflective practices in teacher education in the last twenty years, true reflection remains a rare commodity (Farr, 2010). By placing four video-recorded mentor-teacher meetings under the conversation analytic (CA) microscope, I show how specific mentor practices work in stimulating reflection to various degrees of success. Findings of this study illuminate the complexities of inviting and offering reflection, and in so doing, contribute to a growing understanding of teacher learning as well as the practices for fostering such learning (Johnson, 2009).
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