Conceptualizing mentor knowledge: Learning from the insiders

This study addresses the question: What constitutes mentors’ knowledge? What guides their actions with novices, and how does that shape their use of mentoring knowledge? We addressed these questions by forming conversation groups of 17 urban mentors who met over 6 months. Recursive review of transcripts and observations reveal three findings: mentors focus on which candidates should become teachers, on how pupils’ learning is central, and on how mentors and novices can perceive of teaching as a collective responsibility. We connect mentors’ knowledge to current teacher education reform efforts, and discuss the significance.