Beyond the Observed in Cross-Cultural Mentoring Conversations

Lily Orland-Barak, Ella Mazor

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


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.

Original languageEnglish
Title of host publicationTeachers' Professional Development in Global Contexts
Subtitle of host publicationInsights from Teacher Education
Number of pages22
ISBN (Electronic)9789004405363
ISBN (Print)9789004405349
StatePublished - 1 Jan 2019

Bibliographical note

Publisher 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

  • General Social Sciences


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