The Impact of Supervisory Behaviour on Pre-Service Teachers' Reflection during Mentoring Dialogues: Not All Imperators Are the Same
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| Title: | The Impact of Supervisory Behaviour on Pre-Service Teachers' Reflection during Mentoring Dialogues: Not All Imperators Are the Same |
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| Language: | English |
| Authors: | Petr Svojanovský (ORCID |
| Source: | International Journal of Mentoring and Coaching in Education. 2026 15(1):98-114. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Grade 8 Grade 9 High Schools |
| Descriptors: | Teacher Supervision, Preservice Teachers, Reflection, Mentors, Supervisor Supervisee Relationship, Foreign Countries, Teacher Education Programs, Masters Programs, Graduate Students, Practicums, Cooperating Teachers, Experienced Teachers, Grade 7, Grade 8, Grade 9, Dialogs (Language) |
| Geographic Terms: | Czech Republic |
| DOI: | 10.1108/IJMCE-01-2025-0005 |
| ISSN: | 2046-6854 2046-6862 |
| Abstract: | Purpose: The aim of this study was to explore how mentor teachers' supervisory behaviour shapes pre-service teachers' forms of reflection during mentoring dialogues. Design/methodology/approach: Drawing on and developing the analytical procedures of supervisory behaviour by Hennissen et al. (2008) and forms of reflection by Husu et al. (2008), a total of 24 mentoring dialogues conducted after pre-service teachers' teaching were analysed. Six mentor-mentee pairs participated in the study, which was conducted in the Czech Republic. Findings: This research presents findings that contradict the dominant discourse, suggesting that even imperatorial supervisory behaviour, in which mentor teachers dominate the mentoring dialogue (hence referred to as "imperators"), can support pre-service teachers' reflection. It shows that not all imperators are the same. Although mentor teachers predominantly use directive skills and initiate most of the topics during mentoring dialogues, discussing these topics for a longer duration, with greater complexity, and in a more dialogical manner, may support pre-service teachers' reflection. Originality/value: Evidence of how mentors' supervisory behaviour supports pre-service teachers' reflection in mentoring dialogues is usually indirect, and research tends to focus more on mentors' actions than on analysing pre-service teachers' utterances. This study provides a direct and balanced account of mentors' supervisory behaviour and its impact on pre-service teachers' forms of reflection. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503310 |
| Database: | ERIC |
| Abstract: | Purpose: The aim of this study was to explore how mentor teachers' supervisory behaviour shapes pre-service teachers' forms of reflection during mentoring dialogues. Design/methodology/approach: Drawing on and developing the analytical procedures of supervisory behaviour by Hennissen et al. (2008) and forms of reflection by Husu et al. (2008), a total of 24 mentoring dialogues conducted after pre-service teachers' teaching were analysed. Six mentor-mentee pairs participated in the study, which was conducted in the Czech Republic. Findings: This research presents findings that contradict the dominant discourse, suggesting that even imperatorial supervisory behaviour, in which mentor teachers dominate the mentoring dialogue (hence referred to as "imperators"), can support pre-service teachers' reflection. It shows that not all imperators are the same. Although mentor teachers predominantly use directive skills and initiate most of the topics during mentoring dialogues, discussing these topics for a longer duration, with greater complexity, and in a more dialogical manner, may support pre-service teachers' reflection. Originality/value: Evidence of how mentors' supervisory behaviour supports pre-service teachers' reflection in mentoring dialogues is usually indirect, and research tends to focus more on mentors' actions than on analysing pre-service teachers' utterances. This study provides a direct and balanced account of mentors' supervisory behaviour and its impact on pre-service teachers' forms of reflection. |
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| ISSN: | 2046-6854 2046-6862 |
| DOI: | 10.1108/IJMCE-01-2025-0005 |
