Dialogic processes that enable student teachers' learning about pupil learning in mentoring conversations in a Lesson Study field practice |
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| Institution: | 1. University of Cambridge, UK;2. University of Exeter, UK;3. Tony Blair Institute for Global Change, UK |
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| Abstract: | This study investigates dialogic processes in student teachers' mentoring conversations in field practice, where Lesson Study (LS) was used as a context for establishing a dialogic learning community in one student group in science. We apply an analytical framework associated with Sociocultural Discourse Analysis to identify utterances that have the potential to create a dialogic space and contribute to ‘interthinking’ among the participants. The findings show the important role of the mentor teacher as a facilitator and a ‘knowledgeable other’, challenging the student teachers to reflect on chosen activities using predictions and detailed observations related to pupils' learning. |
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| Keywords: | Lesson Study Mentoring conversations Initial teacher education Field practice Dialogic space |
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