Nature of mentoring interactions to support teacher candidate learning in clinical settings.

The recent emphasis on clinical models of teacher education creates a need for research to understand how teacher candidates learn from clinical practice. Collaborative mentoring has been proposed as one method to facilitate this process. The purpose of this study is to explore the types of learning spaces generated in the context of reflective debrief sessions on video-recordings of practice. Participants consist of the members six dyads, each comprised of a teacher candidate and clinical educator. Findings describe the focus of interactions, dialogic moves, and patterns of engagement that facilitated the creation of a dialogic mentoring space. Implications for clinically-based teacher education are provided.