It’s a question of balance: Reconsidering learning partnerships through genuine teacher mentoring conversations

Article


Larsen, Ellen, Nguyen, Hoa T.M., Curtis, Elizabeth and Loughland, Tony. 2023. "It’s a question of balance: Reconsidering learning partnerships through genuine teacher mentoring conversations." Teaching and Teacher Education. 133. https://doi.org/10.1016/j.tate.2023.104280
Article Title

It’s a question of balance: Reconsidering learning partnerships through
genuine teacher mentoring conversations

ERA Journal ID20739
Article CategoryArticle
AuthorsLarsen, Ellen, Nguyen, Hoa T.M., Curtis, Elizabeth and Loughland, Tony
Journal TitleTeaching and Teacher Education
Journal Citation133
Article Number104280
Number of Pages9
Year2023
PublisherElsevier
Place of PublicationUnited Kingdom
ISSN0742-051X
1879-2480
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2023.104280
Web Address (URL)https://www.sciencedirect.com/science/article/pii/S0742051X23002688
Abstract

In Australia, and internationally, mentoring is proffered as a powerful professional learning experience for both
early career teachers (ECTs) and their mentors alike. However, authentically beneficial learning partnerships
have proven challenging to achieve. This paper provides a theoretical and practical response to this issue,
arguing the criticality of genuine conversations cultivated through balanced, non-hierarchical questioning to
position ECTs and mentors as co-learners. Drawing on positioning theory in conjunction with the concept of
genuine conversations, the contents of five recorded mentoring conversations involving Australian ECTs and
mentors were analysed. These findings have important implications for mentoring practice across educational
contexts.

KeywordsEarly career teachers; Mentoring; Questioning; Genuine conversations; Positioning theor;y Professional learning
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390499. Specialist studies in education not elsewhere classified
Byline AffiliationsUniversity of Southern Queensland
University of New South Wales
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