The expressed and the realized: Mentors’ representations of a mentoring conversation and its realization in practice

By L. Orland-Barak, S. Klein. 2005

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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).”
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).”