#10734. Conceptualising triadic mentoring as discursive practice: positioning theory and frame analysis

October 2026publication date
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Education;
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Abstract:
Mentoring is a favoured practice in many fields, including teacher education. This article challenges the uncritical acceptance of the beneficial effects of mentoring, by analyzing the novel conceptual modela which allow to theorise and study mentoring as a discursive practice, focusing on the relations between all actors involved (i.e. teacher educator, student teacher, mentor), located in broader socio-cultural contexts. The model integrates (elements of) positioning theory and frame analysis which together deliver the necessary conceptual tools to explain how mentoring triads exactly operate and why they operate as they do.
Keywords:
frame analysis; Mentors; positioning theory; teacher education

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