Search results for: Lopez-Real Francis

In this article, the authors use Wenger’s matrix framework to analyze the experiences of two teacher–mentors. The authors also use this framework to interpret how the teacher–mentors’ identities are formed during the process of mentoring student–teachers. Factors that contribute significantly to the development of the teacher–mentors’ identity include the school culture, the ‘personalities’ of the other community members, and the influence of other relevant communities of practice.