Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring

Juanjo Mena, Paul Hennissen, John Loughran

Research output: Contribution to journalArticleResearchpeer-review

45 Citations (Scopus)


This study was situated in a Primary Teacher Education program in the Netherlands. The participants (N=16) comprised four each of: Pre-Service Teachers (PST); Mentor Teachers; School-Based Teacher Educators; and University-Based Teacher Educators. Video-recordings of four mentoring conversations for each PST which transcribed and translated for analysis. A mixed methodology was applied with analysis based on examining mentoring conversations in relation to the MERID-model through turn-taking analysis and Propositional Discourse Analysis. The study illustrates that mentors tend to use a more directive mentoring approach and that they dominate dialogue suggesting that there is aneed for reconsideration of the mentor-PST learning relationship and how it is understood in teacher education.

Original languageEnglish
Pages (from-to)47-59
Number of pages13
JournalTeaching and Teacher Education
Publication statusPublished - 1 Aug 2017


  • Mentoring conversations
  • Teacher professional knowledge
  • Teaching practicum

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