Flying Solo: understanding the post‐lesson dialogue between student teacher and mentor

Abstract

This article focuses on the dynamics, qualities and characteristics of the verbal interchange between the student teacher and the teacher who acts as mentor. The study concentrates on the point in the practice where this relationship is at its most intense—the post‐lesson discussion after the novice has been observed teaching in the classroom. The relationship will be examined through an analysis of the mentor's tactics and performance during this critical phase and will be set against the reactions of the student teachers to such stratagems. The assumption underpinning this case study is that if the mentor has a declared belief in being sensitive to the student teacher's psychological state and converts this into particular mentoring approaches then professional learning will be facilitated.