Fostering professional learning through evidence-informed mentoring dialogues in school settings

Book chapter


Kriewaldt, Jeana, Nash, Melanie, Windsor, Sally, Thornton, Jane and Reid, Catherine. (2018). Fostering professional learning through evidence-informed mentoring dialogues in school settings. In In Kriewaldt, Jeana, Ambrosetti, Angelina, Rorrison, Doreen and Capeness, Ros (Ed.). Educating future teachers : Innovative perspectives in professional experience pp. 157-172 Springer. https://doi.org/10.1007/978-981-10-5484-6_10
AuthorsKriewaldt, Jeana, Nash, Melanie, Windsor, Sally, Thornton, Jane and Reid, Catherine
EditorsKriewaldt, Jeana, Ambrosetti, Angelina, Rorrison, Doreen and Capeness, Ros
Abstract

This chapter examines how the use of a descriptive observation tool mediates post-lesson conversations that teacher educators and mentor teachers have with preservice teachers. Our principal focus was to investigate the effects of the use of evidence-informed lesson observations in combination with a dialogic approach, as the basis for feedback on teaching practice and student learning. An interpretive case study approach was designed to investigate how mentor teachers and teacher educators used the observation tool. The findings provided data about the effects the tool had on the dispositions of the participants towards collecting and interrogating classroom evidence and how these impacted on their post-lesson conversations with preservice teachers.

Preliminary findings suggested that some mentor teachers found it difficult to use description rather than judgement when discussing teaching and learning. This diminished opportunities for the construction and interrogation of professional reasoning in post-lesson discussions. Later findings, however, indicated that the use of the descriptive observation tool for the recording of evidence-informed observations fostered an inquiring and collaborative stance in post-lesson reviews. Collaborations of this nature, between mentor teachers and preservice teachers, provided the preservice teachers with greater agency during the professional dialogue and enhanced their capacity to reflect on their teaching.

Keywordsmentoring; conversation; dialogue; teacher reflection; relational agency; professional experience; practicum
Page range157-172
Year2018
Book titleEducating future teachers : Innovative perspectives in professional experience
PublisherSpringer
Place of publicationSingapore, Singapore
ISBN9789811054839
9789811054846
9789811354090
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-10-5484-6_10
Scopus EID2-s2.0-85078210028
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online06 Sep 2017
Print15 Sep 2017
Publication process dates
Deposited27 Sep 2023
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