References
- Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. doi:10.1016/j.tate.2010.08.013
- Ambrosetti, A., Knight, B. A., & Dekkers, J. (2014). Maximizing the potential of mentoring: A framework for pre-service teacher education. Mentoring & Tutoring: Partnership in Learning, 22(3), 224–239. doi:10.1080/13611267.2014.926662
- Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392–402. doi:10.1016/j.tate.2016.07.024
- Arvaja, M., & Sarja, A. (2021). Dialogic tensions in pre-service subject teachers’ identity negotiations. Scandinavian Journal of Educational Research, 65(2), 318–330. doi:10.1080/00313831.2019.1705895
- Badia, A., & Clarke, A. (2021). The practicum-mentor identity in the teacher education context. Teaching Education, 33(4), 355–371. doi:10.1080/10476210.2021.1920910
- Badia, A., & Liesa, E. (2022). Experienced teachers’ identity based on their I-positions: An analysis in the Catalan context. European Journal of Teacher Education, 45(1), 77–92. doi:10.1080/02619768.2020.1795122
- Beek, G. J., Zuiker, I., & Zwart, R. C. (2019). Exploring mentors’ roles and feedback strategies to analyze the quality of mentoring dialogues. Teaching and Teacher Education, 78(1), 15–27. doi:10.1016/j.tate.2018.10.006
- Bergman, L. R., & Trost, K. (2006). The person-oriented versus the variable-oriented approach: Are they complementary, opposites, or exploring different worlds? Merrill-Palmer Quarterly, 52(3), 601–632. doi:10.1353/mpq.2006.0023
- Bisquerra, A. R. (2004). Metodología de la investigación educativa. Madrid: La Muralla Editoral.
- Butler, B. M., & Cuenca, A. (2012). Conceptualizing the roles of mentor teachers during student teaching. Action in Teacher Education, 34(4), 296–308. doi:10.1080/01626620.2012.717012
- Chu, Y. (2019). Mentor teacher professional identity development in a year-long teacher residency. Mentoring & Tutoring: Partnership in Learning, 27(3), 251–271. doi:10.1080/13611267.2019.1630991
- Clarke, A., & Mena, J. (2020). An international comparative study of practicum mentors: Learning about ourselves by learning about others. Teaching and Teacher Education, 90, 103026. doi:10.1016/j.tate.2020.103026
- Douglas, A. S. (2011). The different learning opportunities afforded student teachers in four secondary school subject departments in an initial teacher education school-university partnership in England. Journal of Education for Teaching, 37(1), 93‒106. doi:10.1080/02607476.2011.547035
- Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements of a quality pre-service teacher mentor: A literature review. Teaching and Teacher Education, 92, 103072. doi:10.1016/j.tate.2020.103072
- Flores, M. A. (2019). Learning to be a teacher: Mentoring, collaboration and professional practice. European Journal of Teacher Education, 42(5), 535–538. doi:10.1080/02619768.2019.1680207
- Grimmett, H., Forgasz, R., Williams, J., & White, S. (2018). Reimagining the role of mentor teachers in professional experience: Moving to I as fellow teacher educator. Asia-Pacific Journal of Teacher Education, 46(4), 340–353. doi:10.1080/1359866X.2018.1437391
- Grossen, M. (2010). Interaction analysis and psychology: A dialogical perspective. Integrative Psychological & Behavioral Science, 44(1), 1–22. doi:10.1007/s12124-009-9108-9
- Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15–27. doi:10.1016/j.edurev.2019.01.003
- Henry, A. (2019). A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives. Studies in Second Language Learning and Teaching, 9(2), 263–285. doi:10.14746/ssllt.2019.9.2.2
- Henry, A., & Mollstedt, M. (2021). The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction. Learning, Culture and Social Interaction, 31, 100568. doi:10.1016/j.lcsi.2021.100568
- Hoffman, J. V., Wetzel, M. M., Maloch, B., Greeter, E., Taylor, L., DeJulio, S., & Vlach, S. K. (2015). What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review. Teaching and Teacher Education, 52, 99–112. doi:10.1016/j.tate.2015.09.004
- Hong, J., & Cross Francis, D. (2020). Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research. Educational Psychologist, 55(4), 208–219. doi:10.1080/00461520.2020.1783265
- Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping pre-service teachers’ professional identity. Teaching and Teacher Education, 52, 1–10. doi:10.1016/j.tate.2015.08.003
- Izadinia, M. (2016). Preservice teachers’ professional identity development and the role of mentor teachers. International Journal of Mentoring and Coaching in Education, 5(2), 127–143. doi:10.1108/IJMCE-01-2016-0004
- Izadinia, M. (2018). Mentor teachers. Contributions to the development of preservice teachers’ identity. In P. Schutz, J. Hong, & D. Cross Francis (Eds.), Research on teacher identity Cham: Springer. doi:10.1007/978-3-319-93836-3_10
- Jasper, C., Moore, H., Whittaker, L., & Gillespie, A. (2011). Methodological approaches to studying the self in its social context. In H. Hermans & T. Gieser (Eds.), Handbook of dialogical self theory Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9781139030434.022
- Káplár-Kodácsy, K., & Dorner, H. (2020). The use of audio diaries to support reflective mentoring practice in Hungarian teacher training. International Journal of Mentoring and Coaching in Education, 9(3), 257–277. doi:10.1108/IJMCE-05-2019-0061
- Kemmis, S., Heikkinen, H. L., Fransson, G., Aspfors, J., & Edwards-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43, 154–164. doi:10.1016/j.tate.2014.07.001
- Kwan, T., & Lopez-Real, F. (2010). Identity formation of teacher–mentors: An analysis of contrasting experiences using a Wengerian matrix framework. Teaching and Teacher Education, 26(3), 722–731. doi:10.1016/j.tate.2009.10.008
- Lammert, C., DeWalt, L. M., & Wetzel, M. M. (2020). “Becoming” a mentor between reflective and evaluative discourses: A case study of identity development. Teaching and Teacher Education, 96, 103–179. doi:10.1016/j.tate.2020.103179
- Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Thousand Oaks, California: Sage publications.
- Martínez Figueira, E., & Raposo Rivas, M. (2011). Modelo tutorial implícito en el Prácticum: una aproximación desde la óptica de los tutores. REDU Revista de Docencia Universitaria, 9(2), 97–118. doi:10.4995/redu.2011.6163
- Meijers, F., & Hermans, H. (2018). Dialogical self theory in education: An introduction. In F. Meijers & H. Hermans (Eds.), The dialogical self theory in education (pp. 1–17). Cham: Springer.
- Mena, J., García, M., Clarke, A., & Barkatsas, A. (2016). An analysis of three different approaches to student teacher mentoring and their impact on knowledge generation in practicum settings. European Journal of Teacher Education, 39(1), 53–76. doi:10.1080/02619768.2015.1011269
- Monereo, C. (2022). The identity of education professionals: Positioning, training, and innovation. Dialogical self theory. Charlotte, North Carolina: IAP-Information Age Publishing, Inc.
- Nelson, P. M., Reddy, L. A., Dudek, C. M., & Lekwa, A. (2016). Observer and student ratings of the class environment: A preliminary investigation of convergence. School Psychology Quarterly, 32(4), 465–479. doi:10.1037/spq0000176
- Nyanjom, J. (2020). Calling to mentor: The search for mentor identity through the development of mentor competency. Educational Action Research, 28(2), 242–257. doi:10.1080/09650792.2018.1559069
- Oleś, P. K., Brinthaupt, T. M., Dier, R., & Polak, D. (2020). Types of inner dialogues and functions of self-talk: Comparisons and implications. Frontiers in Psychology, 11, 227. doi:10.3389/fpsyg.2020.00227
- Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y., & Baumert, J. (2013). How different mentoring approaches affect beginning teachers’ development in the first years of practice. Teaching and Teacher Education, 36, 166–177. doi:10.1016/j.tate.2013.07.012
- Salgado, J., & Cunha, C. (2021). Positioning microanalysis: A method for the study of the dialogical self-dynamics. In M. Bamberg, C. Demuth, & M. Watzlawik (Eds.), The Cambridge handbook of identity (pp. 366–387). Cambridge: Cambridge University Press .
- Schatz-Oppenheimer, O. (2017). Being a mentor: Novice teachers’ mentors’ conceptions of mentoring prior to training. Professional Development in Education, 43(2), 274–292. doi:10.1080/19415257.2016.1152591
- Vandamme, R. (2014). Teacher identity. How teachers construct their identity in Higher professional Education. A grounded theory study based on dialogical self theory and pattern language. Gent: Coachingbooks. net. https://www.semanticscholar.org/paper/How-teachers-construct-their-identity-in-higher-A-Vandamme/45fc22c004095e2179103396b392605c5699acd4
- Van Ginkel, G., Verloop, N., & Denessen, E. (2016). Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and Teaching, 22(1), 101–116. doi:10.1080/13540602.2015.1023031
- Wetzel, M. M., Svrcek, N. S., LeeKeenan, K., & Daly-Lesch, A. (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, 43–54. doi:10.1016/j.tate.2019.02.006
- White, S., & Forgasz, R. (2016). The practicum: The place of experience? International Handbook of Teacher Education, 1, 231–266.
- Ye, J., & Zhao, D. (2019). Developing different identity trajectories: Lessons from the Chinese teachers. Teachers and Teaching, 25(1), 34–53. doi:10.1080/13540602.2018.1532408