Citations (72)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (24)
Lindsay Joseph Wexler. (2023) Supporting mentor teacher learning and reflection through audio recordings in professional development. Reflective Practice 24:5, pages 659-679.
Read now
Read now
Anna Maria Hipkiss & Sally Windsor. (2023) Surfing Semantic Waves: Using Semantic Profiling to Focus on Knowledge in Practicum Lessons. Action in Teacher Education 45:1, pages 68-85.
Read now
Read now
Sally Windsor, Jeana Kriewaldt, Melanie Nash, Annika Lilja & Jane Thornton. (2022) Developing teachers: adopting observation tools that suspend judgement to stimulate evidence-informed dialogue during the teaching practicum to enrich teacher professional development. Professional Development in Education 48:4, pages 642-656.
Read now
Read now
Colin Forster, Tracey Wire, Rachel Eperjesi, Ruth Hollier, Emma Howell & Jude Penny. (2022) Exploring the impact of expert guidance from school-based mentors on student teachers’ professional learning. PRACTICE 4:1, pages 56-66.
Read now
Read now
Lindsay Joseph Wexler. (2019) Working together within a system: educative mentoring and novice teacher learning. Mentoring & Tutoring: Partnership in Learning 27:1, pages 44-67.
Read now
Read now
Mirit Rachamim & Lily Orland-Barak. (2018) When style meets pattern in mentoring talk: implications for student teacher community learning environments in practice teaching. Cambridge Journal of Education 48:5, pages 657-675.
Read now
Read now
Debra Talbot, Jane Denny & Sarah Henderson. (2018) ‘Trying to decide … what sort of teacher I wanted to be’: mentoring as a dialogic practice. Teaching Education 29:1, pages 47-60.
Read now
Read now
Judy M. Parr & Eleanor Hawe. (2017) Facilitating real-time observation of, and peer discussion and feedback about, practice in writing classrooms. Professional Development in Education 43:5, pages 709-728.
Read now
Read now
Melissa Mosley Wetzel, Laura A. Taylor & Saba Khan Vlach. (2017) Dialogue in the support of learning to teach: a case study of a mentor/mentee pair in a teacher education programme. Teaching Education 28:4, pages 406-420.
Read now
Read now
Randi N. Stanulis & Julie Bell. (2017) Beginning Teachers Improve With Attentive and Targeted Mentoring. Kappa Delta Pi Record 53:2, pages 59-65.
Read now
Read now
Donna Mathewson Mitchell & Jo-Anne Reid. (2017) (Re)turning to practice in teacher education: embodied knowledge in learning to teach. Teachers and Teaching 23:1, pages 42-58.
Read now
Read now
Peter Hudson. (2016) Identifying mentors’ observations for providing feedback. Teachers and Teaching 22:2, pages 219-234.
Read now
Read now
Gisbert van Ginkel, Helma Oolbekkink, Paulien C. Meijer & Nico Verloop. (2016) Adapting mentoring to individual differences in novice teacher learning: the mentor’s viewpoint. Teachers and Teaching 22:2, pages 198-218.
Read now
Read now
Gisbert van Ginkel, Nico Verloop & Eddie Denessen. (2016) Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and Teaching 22:1, pages 101-116.
Read now
Read now
Mark Selkrig & (Ron) Kim Keamy. (2015) Promoting a willingness to wonder: moving from congenial to collegial conversations that encourage deep and critical reflection for teacher educators. Teachers and Teaching 21:4, pages 421-436.
Read now
Read now
Aviva Klieger & Anat Oster-Levinz. (2015) The influence of teacher education on mentor teachers’ role perception in professional development schools. Journal of Education for Teaching 41:2, pages 115-127.
Read now
Read now
Julie Marie Nicholson & Linda Kroll. (2015) Developing leadership for early childhood professionals through oral inquiry: strengthening equity through making particulars visible in dilemmas of practice. Early Child Development and Care 185:1, pages 17-43.
Read now
Read now
Peter Hudson. (2014) Feedback consistencies and inconsistencies: eight mentors’ observations on one preservice teacher’s lesson. European Journal of Teacher Education 37:1, pages 63-73.
Read now
Read now
Juanjo Mena-Marcos, María-Luisa García-Rodríguez & Harm Tillema. (2013) Student teacher reflective writing: what does it reveal?. European Journal of Teacher Education 36:2, pages 147-163.
Read now
Read now
Harm H. Tillema, Kari Smith & Shosh Leshem. (2011) Dual roles – conflicting purposes: a comparative study on perceptions on assessment in mentoring relations during practicum. European Journal of Teacher Education 34:2, pages 139-159.
Read now
Read now
Sue Shortland. (2010) Feedback within peer observation: continuing professional development and unexpected consequences. Innovations in Education and Teaching International 47:3, pages 295-304.
Read now
Read now
Bill Ussher. (2010) Involving a village: student teachers' sense of belonging in their school-based placement. Asia-Pacific Journal of Teacher Education 38:2, pages 103-116.
Read now
Read now
Frank Crasborn, Paul Hennissen, Niels Brouwer, Fred Korthagen & Theo Bergen. (2010) Capturing mentor teachers' reflective moments during mentoring dialogues. Teachers and Teaching 16:1, pages 7-29.
Read now
Read now
Emily Remington Smith. (2007) Negotiating power and pedagogy in student teaching: expanding and shifting roles in expert–novice discourse. Mentoring & Tutoring: Partnership in Learning 15:1, pages 87-106.
Read now
Read now
Articles from other publishers (48)
Mirit Rachamim & Lily Orland-Barak. (2023) Mentoring a culturally diverse community of student teachers in practice teaching. International Journal of Mentoring and Coaching in Education.
Crossref
Crossref
Nicole Hart, Wayne Cotton, Berlinda Cook, Sangeeta Hegde, Valerie Knezevic & Lawrence Lau. 2023. Work-Integrated Learning Case Studies in Teacher Education. Work-Integrated Learning Case Studies in Teacher Education
209
221
.
Kimberley Pressick-Kilborn, Annie Agnew & Sandra Moore. 2023. Work-Integrated Learning Case Studies in Teacher Education. Work-Integrated Learning Case Studies in Teacher Education
195
208
.
Pınar Topal & Nur Yiğitoğlu Aptoula. (2022) Going beyond the post-observation's interactional agenda: The observers’ references to their practices and pedagogical understandings. Linguistics and Education 69, pages 101016.
Crossref
Crossref
Catriona Elek, Jane Page & Patricia Eadie. (2022) Does coaching for early childhood educators unfold as planned? Comparing observed coaching practice to coaches’ and educators’ perceptions. International Journal of Educational Research 116, pages 102088.
Crossref
Crossref
Younhee Kim & Rita Elaine Silver. 2021. Classroom-based Conversation Analytic Research. Classroom-based Conversation Analytic Research
303
328
.
Catherine Lammert, Lora M. DeWalt & Melissa Mosley Wetzel. (2020) “Becoming” a mentor between reflective and evaluative discourses: A case study of identity development. Teaching and Teacher Education 96, pages 103179.
Crossref
Crossref
Jenna Gillett-Swan & Deanna Grant-Smith. (2020) Addressing mentor wellbeing in practicum placement mentoring relationships in initial teacher education. International Journal of Mentoring and Coaching in Education 9:4, pages 393-409.
Crossref
Crossref
Grace Healy, Nicola Walshe & Alison Dunphy. (2019) How is geography rendered visible as an object of concern in written lesson observation feedback?. The Curriculum Journal 31:1, pages 7-26.
Crossref
Crossref
Lily Orland-Barak. 2020. STEM Teachers and Teaching in the Digital Era. STEM Teachers and Teaching in the Digital Era
53
61
.
Trista Hollweck. (2019) “I love this stuff!”: a Canadian case study of mentor–coach well-being. International Journal of Mentoring and Coaching in Education 8:4, pages 325-344.
Crossref
Crossref
Randi N. Stanulis, Lindsay J. Wexler, Stacey Pylman, Amy Guenther, Scott Farver, Amy Ward, Amy Croel-Perrien & Kristen White. (2018) Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes. Journal of Teacher Education 70:5, pages 567-580.
Crossref
Crossref
Melissa Mosley Wetzel, Natalie Sue Svrcek, Kira LeeKeenan & Anne Daly-Lesch. (2019) Coaching through the hard parts: Addressing tensions in teaching with one preservice teacher learning to teach literacy in a fifth-grade classroom. Teaching and Teacher Education 82, pages 43-54.
Crossref
Crossref
Ayelet Becher & Lily Orland-Barak. (2017) Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education. Journal of Teacher Education 69:5, pages 477-492.
Crossref
Crossref
Christine Edwards-Groves. 2018. Contemporary Pedagogies in Teacher Education and Development. Contemporary Pedagogies in Teacher Education and Development.
Lyn McDonald. 2018. Teacher Education In and For Uncertain Times. Teacher Education In and For Uncertain Times
99
112
.
Debra Talbot. 2018. Educating Future Teachers: Innovative Perspectives in Professional Experience. Educating Future Teachers: Innovative Perspectives in Professional Experience
91
103
.
Jeana Kriewaldt, Melanie Nash, Sally Windsor, Jane Thornton & Catherine Reid. 2018. Educating Future Teachers: Innovative Perspectives in Professional Experience. Educating Future Teachers: Innovative Perspectives in Professional Experience
157
172
.
Marcelo Schmidt & Mark Charney. 2018. Creativity in Theatre. Creativity in Theatre
271
287
.
Helen Trevethan & Susan Sandretto. (2017) Repositioning mentoring as educative: Examining missed opportunities for professional learning. Teaching and Teacher Education 68, pages 127-133.
Crossref
Crossref
Alison Sewell, Sally Hansen & Kama Weir. (2017) Enhancing the Capabilities of Associate Teachers in the Practicum: A New Zealand Case Study. New Zealand Journal of Educational Studies 52:1, pages 21-39.
Crossref
Crossref
Amanda McGraw & Robert Davis. (2017) Mentoring for pre-service teachers and the use of inquiry-oriented feedback. International Journal of Mentoring and Coaching in Education 6:1, pages 50-63.
Crossref
Crossref
Hoa Thi Mai NguyenHoa Thi Mai Nguyen. 2017. Models of Mentoring in Language Teacher Education. Models of Mentoring in Language Teacher Education
83
102
.
Wang Fang, Anthony Clarke & Yu Wei. (2015) Empty Success or Brilliant Failure. Journal of Studies in International Education 20:2, pages 140-163.
Crossref
Crossref
Minna Körkkö, Outi Kyrö-Ämmälä & Tuija Turunen. (2016) Professional development through reflection in teacher education. Teaching and Teacher Education 55, pages 198-206.
Crossref
Crossref
Christine J. Edwards-Groves. 2016. Teacher Education. Teacher Education
79
97
.
Lily Orland-Barak. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education
105
141
.
Beth Maloch, Melissa Mosley Wetzel, James V. Hoffman, Laura A. Taylor, Alina Pruitt, Saba Khan Vlach & Erin Greeter. (2015) The Appropriation of the Coaching With CARE Model With Preservice Teachers. Literacy Research: Theory, Method, and Practice 64:1, pages 339-358.
Crossref
Crossref
James V. Hoffman, Melissa Mosley Wetzel, Beth Maloch, Erin Greeter, Laura Taylor, Samual DeJulio & Saba Khan Vlach. (2015) What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review. Teaching and Teacher Education 52, pages 99-112.
Crossref
Crossref
Nina Helgevold, Gro Næsheim-Bjørkvik & Sissel Østrem. (2015) Key focus areas and use of tools in mentoring conversations during internship in initial teacher education. Teaching and Teacher Education 49, pages 128-137.
Crossref
Crossref
Linda Dorrington & Christian van Nieuwerburgh. (2015) The Development of Peer Coaching Skills in Primary School Children: An Exploration of How Children Respond to Feedback. International Journal of Information and Education Technology 5:1, pages 50-54.
Crossref
Crossref
Annatjie J. M. Pretorius. 2015. Mentoring for Learning. Mentoring for Learning
139
154
.
Bill Ussher & Wendy Carss. (2014) Strengthening practicum conversations: Enhancing professional learning and development through returning lecturer supervisions. Australian Journal of Education 58:3, pages 248-261.
Crossref
Crossref
Anthony Clarke, Valerie Triggs & Wendy Nielsen. (2014) Cooperating Teacher Participation in Teacher Education. Review of Educational Research 84:2, pages 163-202.
Crossref
Crossref
Rajashi Ghosh. (2012) Mentors Providing Challenge and Support. Human Resource Development Review 12:2, pages 144-176.
Crossref
Crossref
Hansun Zhang Waring. (2013) Two Mentor Practices that Generate Teacher Reflection without Explicit Solicitations: Some Preliminary Considerations. RELC Journal 44:1, pages 103-119.
Crossref
Crossref
Lisa F. Smith, Gaynor Corkery, Judy Buckley & Amanda Calvert. (2012) Changes in Secondary School Preservice Teachers’ Concerns About Teaching in New Zealand. Journal of Teacher Education 64:1, pages 60-74.
Crossref
Crossref
권귀염 & 방유선. (2012) A case study of cooperating teachers' roles and experiences at a private kindergarten. Korean Journal of Early Childhood Education 32:2, pages 97-123.
Crossref
Crossref
Pak Tee Ng. (2012) Mentoring and coaching educators in the Singapore education system. International Journal of Mentoring and Coaching in Education 1:1, pages 24-35.
Crossref
Crossref
Paul Hennissen, Frank Crasborn, Niels Brouwer, Fred Korthagen & Theo Bergen. (2011) Clarifying pre-service teacher perceptions of mentor teachers’ developing use of mentoring skills. Teaching and Teacher Education 27:6, pages 1049-1058.
Crossref
Crossref
Frank Crasborn, Paul Hennissen, Niels Brouwer, Fred Korthagen & Theo Bergen. (2011) Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues. Teaching and Teacher Education 27:2, pages 320-331.
Crossref
Crossref
Ronnie Davey, Vince Ham, Mel Stopford, Susan Calender & Jocelyn Mackay. 2011. Processes of Inquiry. Processes of Inquiry
89
115
.
Kari Smith. (2010) Assessing the Practicum in teacher education – Do we want candidates and mentors to agree?. Studies in Educational Evaluation 36:1-2, pages 36-41.
Crossref
Crossref
Paul Hennissen, Frank Crasborn, Niels Brouwer, Fred Korthagen & Theo Bergen. (2010) Uncovering contents of mentor teachers' interactive cognitions during mentoring dialogues. Teaching and Teacher Education 26:2, pages 207-214.
Crossref
Crossref
Leslie Upson Bradbury & Thomas R. KoballaJr.Jr.. (2008) Borders to cross: Identifying sources of tension in mentor–intern relationships. Teaching and Teacher Education 24:8, pages 2132-2145.
Crossref
Crossref
Frank Crasborn, Paul Hennissen, Niels Brouwer, Fred Korthagen & Theo Bergen. (2008) Promoting versatility in mentor teachers’ use of supervisory skills. Teaching and Teacher Education 24:3, pages 499-514.
Crossref
Crossref
Paul Hennissen, Frank Crasborn, Niels Brouwer, Fred Korthagen & Theo Bergen. (2008) Mapping mentor teachers’ roles in mentoring dialogues. Educational Research Review 3:2, pages 168-186.
Crossref
Crossref
Lily Orland-Barak & Suzana Klein. (2005) The expressed and the realized: Mentors’ representations of a mentoring conversation and its realization in practice. Teaching and Teacher Education 21:4, pages 379-402.
Crossref
Crossref