Mentoring with research-based tools—A holistic approach

Figures & data

Table 1. Overview of the characteristics of the two mentoring Dyads.

Dyad	School	Teaching subject in focus	Mentor characteristics	PT characteristics
Dyad I M1 and PT 1	Upper secondary school in rural area with ca 1300 pupils and 250 teachers.	Spanish	Female, one year of mentoring experience, and undergoing mentoring education.	Female, teaching experience from practicum.
Dyad II M2 and PT2	Upper secondary school in the city with 650 pupils and 50 teachers.	German	Male, three years of mentoring experience, undergoing mentoring education.	Female, one year of teaching experience in addition to the practicum experiences.

Table 2. Utilised categories and sub-categories.

Category	Sub- category	Definition/conversation characteristics
Sayings: Practices related to thinking and talking. Relevant to illuminate how actors think and talk	Use of terms	Use of research-based terms from the tools.
	Talk about tool themes	Talk about themes highlighted in the tools.
	Exploration of tool components	Talk characterised by exploring the components highlighted in tools.
	Challenge beliefs	Talk characterised of confirmation or challenging of beliefs.
Doings: Practices related to action/work. Relevant to illuminate what actors do with tools	Structuring of conversation	Conversation characterised by being in line with structure implied in the tools.
	Use of tool content	Conversation characterised by use of questions and words in the tools.
	Sharing of results	Conversation characterised of use of data gathered with the tools.
Relatings: Practices related to relations. Relevant to illuminate relations between actors, and actors and tools	Mentee empowerment	Conversation characterised by active mentee roles.
	Co-operation	Conversation characterised by mentees and mentors co-operating.
	Tool assessment	Conversation characterised by perceived possibilities and challenges related to the tools.