Moving beyond the reflectivity of post-lesson mentoring conferences in teacher training and creating learning/development opportunities for pre-service teachers

vignetteEJTEThis longitudinal case study suggests ways to move beyond the reflective process usually associated with post-lesson mentoring conferences by describing the modalities likely to generate real learning/development opportunities. Based on cultural-historical activity theories (CHAT) and using methodologies from socio-discursive interactionism, this study shows the joint construction of the meaning of teaching experience and proposes aids for developing the pre-service teacher’s power to act more effectively in the classroom. It provides a source for transforming the traditional mentoring methods, mediations and arrangement in teacher’s training. Proposals are made to further professionalize cooperating teachers at the new Graduate Schools of Teacher Training and Education in France.

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