Mentoring Conversations Designed to Promote Student Teacher Learning

By H. Timperley. 2001

144 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/495c0578552778dcbd8800c18632d00b56cf553d

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Citations in the corpus

Feedback within peer observation: continuing professional development and unexpected consequences (2010, background): “In Timperley's ( 2001 ) research, mentors frequently adopted a supportive role at the expense of providing feedback that might be perceived as critical.”
Promoting versatility in mentor teachers’ use of supervisory skills (2008, unknown): “Mentor teachers are usually inclined to take the role of daily advisor and instructor to the student teacher (Dunn & Taylor, 1993; Field & Field, 1994; Franke & Dahlgren, 1996; Haggarty, 1995; Timperley, 2001).”
Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2011, result): “This finding is consistent with the outcomes of previous research (Crasborn, Hennissen, Brouwer, Korthagen, & Bergen, 2008; Elliot & Calderhead, 1994; Franke & Dahlgren, 1996; Martin, 1996; Timperley, 2001; Williams et al., 1998).”
Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, background): “There is some evidence that training mentor teachers matters, because it may influence their mentoring behaviour during mentoring dialogues (Edwards & Green, 1999; Evertson & Smithey, 2001; Harrison, Lawson, & Wortley, 2005; Timperley, 2001).”
Understanding How Evidence and Learning Conversations Work (2009, background): “The framework we are proposing for such dialogue or conversations is “learning conversations” (Robinson; 1993; Timperley, 2001 ) because they encompass many of the qualities of the ideas expressed above.”
Mapping mentor teachers' roles in mentoring dialogues (2008, methodology): “…(Edwards & Protheroe, 2004), “post-observation meetings” (Vásquez, 2004), “professional review meeting” (Harrison et al., 2005), “mentoring conversation” (Achinstein & Barrett, 2004; Geldens, Popeijus, Peters, & Bergen, 2005; Orland-Barak & Klein, 2005; Strong & Baron, 2004; Timperley, 2001).”