An analysis of mentoring conversations with beginning teachers: suggestions and responses

By Michael Strong, Wendy Baron. 2004

211 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9e2de68e405903563cd3e368c409a6cbabb7242d

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Citations in the corpus

Coaching the Entrepreneur: Features and Success Factors (2012, unknown): “, 2000), education (Strong and Baron, 2004), and psychology (Laske, 1999).”
Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, background): “As a consequence, many schools, often in cooperation with teacher education institutions, implement training programmes to broaden mentor teachers’ supervisory repertoires in mentoring dialogues (Strong & Baron, 2004).”
Teacher Vulnerability and Teachability: A Case Study of a Mentor and Two Interns (2005, background): “Like the mentors in a study by Strong and Baron (2004), these mentors went to “extreme efforts...to avoid giving direct advice” (p. 55).”
Mapping mentor teachers' roles in mentoring dialogues (2008, background): “…(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).”
Are We Creating Separate and Unequal Tracks of Teachers? The Effects of State Policy, Local Conditions, and Teacher Characteristics on New Teacher Socialization (2004, unknown): “This study stemmed from a program of research examining the induction experiences of 20 new teachers (see also Achinstein & Barrett, 2004; Achinstein & Villar, in press; Strong & Baron, 2004).”
Mentoring the beginning teacher: developing professional autonomy through critical reflection on practice (2005, background): “In the literature on mentoring there is little actual study of what mentors actually do in practice during their mentor meetings (see Gratch, 1998 ; Hawkey, 1998 ; Strong & Baron, 2004 ) or, indeed, of any empirical evaluation of practice.”
(Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice (2004, background): “Similarly, Strong and Baron (2004) found that mentoring conversations were dominated by indirect or veiled suggestions.”
Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2011, background): “…of the content, four main categories can be derived from the literature: instruction and organisation, the pupils and the class, subject matter and a category various (Borko & Mayfield, 1995; Coulon, 1994; Edwards & Collison, 1996; Hawkey, 1998a; Orland-Barak & Klein, 2005; Strong & Baron, 2004).”
Promoting versatility in mentor teachers’ use of supervisory skills (2008, unknown): “Strong and Baron (2004) analysed how mentor teachers make pedagogical suggestions to beginning teachers during mentoring dialogues.”
Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education ☆ (2014, background): “…point to structural and organizational dimensions of mentoring; some articles (although very few) stress dimensions of the practice that pertain to issues of diversity, cultural sensitivity, discourse (Devos, 2010; Strong & Baron, 2004), context and power relations (Hamel & Jaasko-Fisher, 2011).”
Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring (2017, background): “Strong and Baron (2004) analyzed 64 mentoring conversations (before and after a beginning teacher's lesson) to find participants' joint construction of meaning.”
An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience (2010, background): “Strong and Baron ( 2004 ), in their qualitative analysis of the post‐lesson conferences between 16 veteran teachers and beginning teachers, found that the teachers made an extreme effort to avoid giving direct advice to the protege.”