Exploring A Two-Dimensional Model of Mentor Teacher Roles in Mentoring Dialogues

Feb. 15, 2011

This article was published in Teaching and Teacher Education, Vol 27 number 2,
Author(s): Frank Crasborn, Paul Hennissen, Niels Brouwer, Fred Korthagen, Theo Bergen, "Exploring A Two-Dimensional Model of Mentor Teacher Roles in Mentoring Dialogues", Pages 320-331, Copyright Elsevier (February 2011).

This study explores empirically a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID.

The MERID model can be helpful in providing a language which enables mentor teachers, educators and researchers to observe, describe and analyse mentor teachers’ supervisory behaviour.

Data regarding five aspects of mentoring dialogues were collected, using a sample of 20 transcriptions of mentoring dialogues, in which 112 topics were discussed and 440 mentor teacher utterances emerged.

The findings indicate that there is empirical support for the model.
This model provides a viable tool for mentor teachers’ reflections and, subsequently, for changes in and enhancement of mentor teachers’ role repertoires.

Drawings of role profiles based on the MERID model can be helpful to set the stage for reflective conversations about mentor teachers’ supervisory behaviour in mentoring dialogues.

Updated: Nov. 17, 2011