This chapter explores mentoring and mentored learning in pre-service education at the encounter between two cultures (Arab-Druze student teachers and Jewish mentor teachers). Drawing on an illustrative case study from a larger data set of mentoring conversations and open-ended interviews in a study of intercultural mentoring, we propose an analytical framework for examining complexities within mentoring relationships that considers the social and cultural values, forms of communication, and reasoning and behavior of mentors and student teachers that may remain latent and unacknowledged. The discussion invites teacher educators, curriculum developers, and policy makers to consider how to support the development of mentors as culturally sensitive and responsive professionals.
Chapter 7 Uncovering Preservice Teachers’ Positioning of Themselves and English Learners (ELs) during Field Experiences
Chapter 8 Influence of Learning Attitudes and Task-Based Interactive Approach on Student Satisfaction and Perceived Learning Outcomes in a Content and Language Integrated Learning (CLIL) University Course in China
Chapter 9 Helping the Learning of Science in Whichever Language
Chapter 10 Emancipatory Teaching Practices in the Understandings of Social Sciences Teachers on a Diploma of Education Programme
Chapter 11 Pedagogical Confrontations as a Lens for Reflective Practice in Teacher Education
Chapter 12 Beyond the Observed in Cross-Cultural Mentoring Conversations