Associate Teachers’ views on dialogic mentoring

The aim of this paper is to examine Associate Teachers’ (ATs) views on dialogic mentoring. More specifically it considers the 48 ATs who were involved in an Initial Teacher Education (ITE) partnership that has emerged response several changes have occurred Welsh education. Educational reforms Wales highlighted value mentoring and new ITE uniquely committed a approach. A questionnaire three focus group interviews used generate data from completing one-year postgraduate programme. Thematic analysis was then interrogate identify patterns response. Adopting approach found remove some anxiety around formal observations help establish trusting collaborative relationships where willing take risks. more democratic gave stronger voice, but also created conflict as mentors’ own beliefs likely be questioned. relied mentors being fully invested process open conversations about learning.