Article ID Journal Published Year Pages File Type
374319 Teaching and Teacher Education 2011 12 Pages PDF
Abstract

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.

Related Topics
Social Sciences and Humanities Social Sciences Education
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