Explicating Practical Knowledge: an extension of mentor teachers’ roles

Abstract

This article provides an overview of various models and interpretations of mentoring and focuses on a somewhat neglected aspect of mentoring: the explication of mentor teachers’ practical knowledge as a contribution to student teachers’ learning to teach. From that perspective, research on mentoring is related to research on teachers’ knowledge. The central questions addressed in this article are: (a) What role can the explication of practical knowledge by mentor teachers play in helping student teachers learn to teach?, and (b) How can practical knowledge be made explicit during mentoring? Although the difficulties involved in eliciting mentor teachers’ practical knowledge are recognised, several opportunities for realising this goal are described. Finally, some preconditions for the exploration of mentor teachers’ practical knowledge by student teachers and suggestions for further research are discussed.