Dialogic research mentoring in pre-service teacher education

Purpose This paper presents the results of my learning using expertise in teacher-research mentoring to address needs pre-service teachers and requirements action research course English language teaching. It reflects on different procedures model, enriched by dialogic strategies informed Freire's pedagogy. Design/methodology/approach Through this first-person research, author aims improve her practice. As an inquiry into own actions, examines experiences, understanding them, potential meaning for work as a mentor during two years she tutored course. The explores model developed effectiveness promoting critical consciousness taking positive teachers. Findings Effective actualization process facilitates mentors' refinement their roles mentoring. Perceived barriers can be overcome adopting nine relevant strategies, which grouped three themes: community-building, nurturing competencies, fostering growth. Accordingly, incorporates these strategies. Originality/value insights existing knowledge dynamics general particular. Additionally, study offers based actions researcher attain more effective outcomes process.