Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise

Abstract

Purpose

This paper aims to investigate how school-based mentors and preservice teachers (PTs) perceive mentoring conversations when applying a set of newly developed digital tools accompanied by discursive tools in mentoring in practicum.

Design/methodology/approach

This study performed a thematic analysis of 12 interviews (5 with mentors and 7 with PTs) to explore how the participants perceived mentoring conversations when applying a combination of digital and discursive tools in school-based mentoring conversations. This study uses a model of adaptive expertise to discuss the findings.

Findings

This analysis revealed that the tools could alter the typical order of mentoring conversations. Mentors reported a change in their mentoring routines in which mentees took a more active role in conversations. The use of tools also allowed for richer conversations. From the perspective of PTs, the tools provided a structure for mentoring sessions, provided an alternative opening for mentoring conversations and enhanced their awareness of certain aspects of their own teaching.

Originality/value

This study's results suggest that the application of tools in mentoring enhances mentoring by facilitating reflection among PTs and mentors and fostering the development of adaptive expertise.

Citation

Hunskaar, T.S. and Gudmundsdottir, G.B. (2023), "Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise", International Journal of Mentoring and Coaching in Education, Vol. 12 No. 4, pp. 424-439. https://doi.org/10.1108/IJMCE-12-2022-0103