The Influence of Discourses on the Precarious Nature of Mentoring
This paper stems from my experience as I assumed the role of mentor as university researcher for two first-year teachers. Using the concepts of discourse and ideology, I examine the very different constructs of my relationship with Ms. Nicholi and Ms. Gonzales. I contend that the difference in the quality of the two relationships was due to the fact that the discourses that permeated my speech and action competed with the discourses of Ms. Nicholi and complemented the discourses of Ms. Gonzales. I conclude by rethinking my notion of mentoring and reflect upon ways that Ms. Nicholi and I could have forged a common language that would have allowed us to explore our very different ways of viewing teaching and learning.
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