Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues

In this study, a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID, is explored empirically. Data regarding five aspects of mentoring dialogues were collected, using a sample of 20 transcriptions of mentoring dialogues, in which 112 topics were discussed and 440 mentor teacher utterances emerged. Correlations between the five aspects were determined and a cluster analysis was conducted. There is empirical support for the model and it is a useful framework to promote reflection on mentor teachers’ supervisory behaviour.

Research highlights
► In the study, a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID, is explored empirically.
► The MERID model can be helpful in providing a language which enables mentor teachers, educators and researchers to observe, describe and analyse mentor teachers’ supervisory behaviour.
► The findings indicate that there is empirical support for the model.
► It provides a viable tool for mentor teachers’ reflections and, subsequently, for changes in and enhancement of mentor teachers’ role repertoires.
► Drawings of role profiles based on the MERID model can be helpful to set the stage for reflective conversations about mentor teachers’ supervisory behaviour in mentoring dialogues.