Talking the talk: Dialogic Mentoring in Physical Education

The core aim of physical education initial teacher training in England is to prepare associate teachers to become creative, inspiring, and highly skilled practitioners who will contribute to the teaching and development of the subject. School-based mentors play a critical role in this process, and an appreciation of their impact has raised the importance of understanding the nuanced way they work with associate teachers in school. This paper uses the framework of monologic and dialogic mentoring to identify and analyze effective mentoring practices. More specifically, it summarises some of the main findings of five research papers that the authors have written about mentoring and draws attention to the processes that are more likely to improve outcomes for associate teachers as they begin their careers in physical education.

Citation

Jones, L., Tones, S., & Foulkes, G. (2023). Talking the talk: Dialogic mentoring in physical education. Journal of Physical Education, Recreation & Dance, 94(5), 40-45. https://doi.org/10.1080/07303084.2023.2185328

Publisher

Taylor & Francis

Journal

Journal of Physical Education, Recreation & Dance

URI

http://hdl.handle.net/10034/627664

DOI

10.1080/07303084.2023.2185328

Type

Article

Description

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Physical Education, Recreation and Dance on 17/05/2023, available online: doi

ISSN

0730-3084

EISSN

2168-3816

Additional Links

https://www.tandfonline.com/journals/ujrd20

https://www.tandfonline.com/doi/full/10.1080/07303084.2023.2185328