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Mentor-Novice Conversations About Teaching: A Comparison of Two U.S. and Two Chinese Cases by Jian Wang, Michael Strong & Sandra Odell — 2004Mentor-novice collaborative reflection about teaching is crucial to the development of novices' professional knowledge. However, few studies examine content and forms of mentor-novice conversations and opportunities that such interactions create for developing professional knowledge. Drawing on observation data from two U.S. and two Chinese mentor-novice pairs in induction contexts, this study analyzed the content and forms of mentor-novice conversations about novices' lessons. We found that the U.S. and Chinese mentor-novice interactions were different in focus and form, and these differences were likely related to the curriculum structures and organization of teaching and mentoring in each country. The interactions either offered or restricted novices' opportunities for developing professional knowledge necessary for reform-minded teaching.
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- Jian Wang
University of Nevada, Las Vegas
E-mail Author
JIAN WANG is currently an assistant professor of Teacher Education in the
Department of Curriculum and Instruction at the University of Nevada,
Las Vegas. Dr. Wang’s research interests include teacher learning and
mentoring and the comparative study of teaching and learning across
cultures. Recent publications include ‘‘Mentored Learning to Teach and
Standards-Based Teaching Reform: A Critical Review,’’ in Review of
Educational Research, and ‘‘Mentored Learning to Teach Toward Standards-
Based Writing Instruction: Experiences of Two Novices and Two
Mentors in One Classroom,’’ in the Elementary School Journal.
- Michael Strong
E-mail Author
- Sandra Odell
University of Nevada, Las Vegas
E-mail Author
SANDRA J. ODELL is currently Professor of Teacher Education and
Coordinator of Doctoral Studies in the Department of Curriculum and
Instruction at the University of Nevada, Las Vegas. Dr. Odell maintains
career-long research interests in teacher development, teacher induction,
and mentoring in the context of collaborative university/school district
programs. Recent publications include ‘‘Mentored Learning to Teach and
Standards-Based Teaching Reform: A Critical Review,’’ in Review of
Educational Research and ‘‘Mentored Learning to Teach Toward Standards-
Based Writing Instruction: Experiences of Two Novices and Mentors
in One Classroom,’’ in the Elementary School Journal.
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