An examination of the interaction between discourses in a post-lesson mentoring conversation on professional experience

Article

Loughland, Tony, Nguyen, Hoa T.M, Larsen, Ellen and Curtis, Elizabeth. 2025. "An examination of the interaction between discourses in a post-lesson mentoring conversation on professional experience ." Asia-Pacific Journal of Teacher Education. 53 (3), pp. 318-332. https://doi.org/10.1080/1359866X.2025.2478864
Article Title

An examination of the interaction between discourses in a post-lesson mentoring conversation on professional experience

ERA Journal ID20741
Article CategoryArticle
AuthorsLoughland, Tony, Nguyen, Hoa T.M, Larsen, Ellen and Curtis, Elizabeth
Journal TitleAsia-Pacific Journal of Teacher Education
Journal Citation53 (3), pp. 318-332
Number of Pages15
Year2025
PublisherTaylor & Francis
Place of PublicationUnited Kingdom
ISSN0311-2136
1359-866X
1469-2945
Digital Object Identifier (DOI)https://doi.org/10.1080/1359866X.2025.2478864
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/1359866X.2025.2478864
Abstract

Post-lesson mentoring conversations on professional experience are an important aspect of embodied learning for pre-service teachers. Recent research has identified the five most common types of discursive interactions in post-lesson conversations. This study built on the recent research to examine discursive interactions in one post-lesson mentoring conversation between a pre-service teacher and a mentor in Australia. The analysis found that evaluative discourse dominated the mentoring conversation, and more directive suggestions were evident towards the end of the mentoring conversations. We attributed such patterns in conversations to the role of the supervisor as the chief assessor. The context-sensitive nature of post-lesson conversations encourages future researchers to explore discourses embedded in mentor-mentee conversations in various contexts.

KeywordsMentoring; mentoring conversations; supervising teachers; preservice teachers; discourse analysis
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
Byline AffiliationsUniversity of New South Wales
School of Education
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