This study investigates how mentor talk unfolds in a community of learners during an entire school year in the context of practice teaching in university teacher education. Specifically, it focuses on how emergent styles and patterns of mentor’s talk shaped power relations in the discourse, promoting different kinds of learning environments. Data collection included 23 video-recorded meetings of the learning community of 11 student teachers and a university mentor and 25 semi-structured interviews with all participants including the mentor. Findings show that styles and patterns of mentor talk are central to how a particular learning environment in a community develops. Implications for pre-service mentors’ roles in the context of student teacher learning in a community are discussed.
|Number of pages||19|
|Journal||Cambridge Journal of Education|
|State||Published - 3 Sep 2018|
Bibliographical noteFunding Information:
(3) The university and the department had held a long-term collaboration with that particular high school. All participants gave their formal consent to participate in the study. Anonymity was fully granted and ethical regulations were carefully followed. Full approval of the study was granted by the Chief Scientist from the National Ministry of Education and by the university ethical committee.
© 2018, © 2018 University of Cambridge, Faculty of Education.
- Talk patterns
- learner communities
- learning environment
- mentor roles
- talk styles
ASJC Scopus subject areas