This chapter explores mentoring and mentored learning in pre-service education at the encounter between two cultures (Arab-Druze student teachers and Jewish mentor teachers). Drawing on an illustrative case study from a larger data set of mentoring conversations and open-ended interviews in a study of intercultural mentoring, we propose an analytical framework for examining complexities within mentoring relationships that considers the social and cultural values, forms of communication, and reasoning and behavior of mentors and student teachers that may remain latent and unacknowledged. The discussion invites teacher educators, curriculum developers, and policy makers to consider how to support the development of mentors as culturally sensitive and responsive professionals.
|Title of host publication||Teachers' Professional Development in Global Contexts|
|Subtitle of host publication||Insights from Teacher Education|
|Editors||Juanjo Mena, Ana García-Valcárcel, Francisco J. García-Peñalvo|
|Place of Publication||Leiden, The Netherlands|
|Number of pages||22|
|ISBN (Print)||9789004405349, 9789004405356|
|State||Published - 1 Jan 2019|
Bibliographical notePublisher Copyright:
© 2019 by Koninklijke Brill NV, Leiden, The Netherlands.
- cross-cultural teacher education
- mentoring and mentored teacher learning
- socio-cultural perspectives on student teacher learning in practice
ASJC Scopus subject areas
- Social Sciences (all)