Work

Exploring discursive patterns in post-lesson mentoring conversations

Year: 2025

Type: article

Abstract: Post-lesson mentoring conversations are critical for preservice teachers’ professional development. These conversations aim to identify the strengths and weaknesses of their lessons. However, the quality of these conversations is often problematic. This study builds on the theory of learning as discursive achievement to examine different discourse patterns in post-lesson mentoring conversations in Australia. The analysis identified five discourse patterns—evaluative, analytic, justificatory, directive, and normalising—in these conversations. It also revealed the features, proportion, interactions, and flexibility of these discourse patterns. This paper concludes that mentoring conversations should balance evaluation with development talk by using analytic and justificatory discourses.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2025.104994

Authors: Hui Wang, Tony Loughland

Institution: UNSW Sydney

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,380