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Provoking the Mentoring Teacher: Examining Teaching Interactions Through Dialogic Self-Study

Provoking the Mentoring Teacher: Examining Teaching Interactions Through Dialogic Self-Study

Julianna E. Lopez Kershen, Crag A. Hill
Copyright: © 2023 |Pages: 22
ISBN13: 9781668482766|ISBN10: 1668482762|ISBN13 Softcover: 9781668482803|EISBN13: 9781668482773
DOI: 10.4018/978-1-6684-8276-6.ch004
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MLA

Lopez Kershen, Julianna E., and Crag A. Hill. "Provoking the Mentoring Teacher: Examining Teaching Interactions Through Dialogic Self-Study." Phenomenological Studies in Education, edited by Jason D. DeHart, IGI Global, 2023, pp. 63-84. https://doi.org/10.4018/978-1-6684-8276-6.ch004

APA

Lopez Kershen, J. E. & Hill, C. A. (2023). Provoking the Mentoring Teacher: Examining Teaching Interactions Through Dialogic Self-Study. In J. DeHart (Ed.), Phenomenological Studies in Education (pp. 63-84). IGI Global. https://doi.org/10.4018/978-1-6684-8276-6.ch004

Chicago

Lopez Kershen, Julianna E., and Crag A. Hill. "Provoking the Mentoring Teacher: Examining Teaching Interactions Through Dialogic Self-Study." In Phenomenological Studies in Education, edited by Jason D. DeHart, 63-84. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-8276-6.ch004

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Abstract

This chapter describes the journey of a duoethnographic and co/autobiographic, phenomenological study undertaken by two university colleagues. This research outlines engagement in a series of explicit conversations, centered on critical incident analysis, about the roles and experiences of mentoring-while-teaching between university teacher-researchers and graduate students. Research into mentoring in the field of English education focuses largely on beginning and early-career PK-12 teachers. However, this work focuses on the mentoring and teaching of graduate students engaged in English education studies. Connecting seminal research in the field, this project illuminates three findings that inform professional practice related to concepts of self-awareness, content and pedagogical-content knowledge, and the development of a shared commitment to collaboration within and across multiple roles in higher education.

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