Mentoring conversations in work-placed education in teacher education
Year: 2026
Type: article
Abstract: In teacher education, it is common for student teachers to spend an extended period visiting a mentor teacher to learn about professional teacher work; i.e. work placement education (WPE). During WPE, mentors and student teachers engage in mentoring conversations. These conversations focus on the student teachers’ progression. The aim of the current study is to investigate what mentor teachers focus on as part of transferring their professional knowledge in mentoring conversations during WPE. Situated learning was used as a theoretical framework. In the study, recordings were made of mentoring conversations with three teachers who mentored two student teachers each. The analysis resulted in three themes: (a) clear instructions; (b) managing pupils’ use of materials; and (c) identifying pupils’ individual needs. All themes are related to how the mentor teacher’s view of teaching was communicated in a community of practice from mentor to student teacher.
Source: Teaching Education
Institution: Linköping University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7134282923