View in EDS

The Impact of Supervisory Behaviour on Pre-Service Teachers' Reflection during Mentoring Dialogues: Not All Imperators Are the Same

Saved in:
Bibliographic Details
Title: The Impact of Supervisory Behaviour on Pre-Service Teachers' Reflection during Mentoring Dialogues: Not All Imperators Are the Same
Language: English
Authors: Petr Svojanovský (ORCID 0000-0003-2520-4838)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1503310
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Impact of Supervisory Behaviour on Pre-Service Teachers' Reflection during Mentoring Dialogues: Not All Imperators Are the Same
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Petr+Svojanovský%22">Petr Svojanovský</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2520-4838">0000-0003-2520-4838</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Mentoring+and+Coaching+in+Education%22"><i>International Journal of Mentoring and Coaching in Education</i></searchLink>. 2026 15(1):98-114.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Supervision%22">Teacher Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisor+Supervisee+Relationship%22">Supervisor Supervisee Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperating+Teachers%22">Cooperating Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Czech+Republic%22">Czech Republic</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJMCE-01-2025-0005
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2046-6854<br />2046-6862
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1503310
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1503310
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/IJMCE-01-2025-0005
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 98
    Subjects:
      – SubjectFull: Teacher Supervision
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Supervisor Supervisee Relationship
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Masters Programs
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Practicums
        Type: general
      – SubjectFull: Cooperating Teachers
        Type: general
      – SubjectFull: Experienced Teachers
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Dialogs (Language)
        Type: general
      – SubjectFull: Czech Republic
        Type: general
    Titles:
      – TitleFull: The Impact of Supervisory Behaviour on Pre-Service Teachers' Reflection during Mentoring Dialogues: Not All Imperators Are the Same
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Petr Svojanovský
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2046-6854
            – Type: issn-electronic
              Value: 2046-6862
          Numbering:
            – Type: volume
              Value: 15
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Mentoring and Coaching in Education
              Type: main
ResultId 1