Reprint
Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice
Bibliographic Data
| ID | 4306200 |
|---|---|
| Authors | Lily Orland-Barak (University of Haifa), Lily Orland‐barak (0000-0002-5474-4334, University of Haifa, corresponding author) |
| Year | 2023 |
| Volume | 74 |
| Issue | 2 |
| Pages | 131-139 |
| Publication date | 2023-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871231161451 |
| OpenAlex | W4362600579 |
| Language | EN |
| References cited | 22 |
Situated in the context of Israeli in-service education, this article explores the development of the author's understanding of the process of learning to mentor from the acquisition of communicative competencies (as identified in an initial study), toward a more discursive view of the process as "participation in competing discourses of practice" (as identified in subsequent studies). Recent work has revealed the intricacies and complexities entailed in translating from one language (teaching) to another (mentoring), often positioning mentors as "lost in translation." Specifically, studies shed light on issues of morality, expertise, context, and conditions for learning to mentor. To discuss the author's evolving understandings, she attends to three interrelated themes: Mentoring as connected to teaching, mentoring as distinct from teaching, and conditions for learning to mentor. Finally, the author addresses the question, So what? to consolidate her emergent understandings of the metaphor, framed as assertions for thinking about the practice of mentoring
Context (archaeology) · Epistemology · Linguistics · Metaphor · Morality · Pedagogy · Situated · Sociology · Innovative Education and Learning Practices · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Mentoring
Social Linguistics and Literacies
Discourse and social change
The expressed and the realized
Reading a mentoring situation
Linking Theory and Practice
Teaching and Teacher Education
Critical Discourses on Teacher Development
Learning about and learning from expert teachers
The Teacher Research Movement
On Two Metaphors for Learning and the Dangers of Choosing Just One
Toward a Prototype of Expertise in Teaching
The Problem of Teacher Education
Tensions in Learning to Teach
Representing the Divided Self
| Citation velocity | historical |
|---|---|
| Highly cited | No |