Using Dialogue Journals in Mentoring Relationships: Teacher Candidates’ and Mentors’ Experiences
Existing literature on the use of dialogue journals in teacher education highlights its relevance in facilitating teacher candidates’ reflective thinking. There is little, if any, focus on the use of dialogue journals within the mentoring relationship, between teacher candidates and cooperating teachers, during field experience. Utilizing a phenomenological inquiry, the researcher sought to gain insight into teacher candidates’ and mentors’ experiences using dialogue journals during an early childhood practicum. Results reveal that teacher candidates’ and mentors’ experience using dialogue journals varied. While some participants reported that the dialogue journals were beneficial to their relationship, others did not see the same value.
Keywords: mentoring; dialogue journals; field experience; teacher candidates; cooperating teachers; early childhood