Reflection in mentoring – a myth?

Reflection is expected to be a key element of mentoring. Practical experiences and theoretical knowledge should be integrated by reflective processes, with the aim of enhancing professional competencies. This article offers a theory-based model, which is used to analyse mentoring dialogues with respect to levels of reflection and the significance of different question types in this process. Sixteen video-recorded, post-lesson mentoring dialogues were analysed using a pragmalinguistic discourse analysis. The study was conducted with data from an intervention study, in which Content-Focused Coaching was studied for the qualification of mentors. Results show that reflection only rarely occurs on high levels, but that purposeful questions can activate higher levels of reflection, which can be fostered by the professional development of mentors.

14.02.2014 | Martina Krieg (Einsiedeln) & Annelies Kreis (Kreuzlingen)