Strong, M. and Baron, W. (2004). An analysis of mentoring conversations with beginning teachers:

suggestions and responses. Teaching and Teacher Education, 20, p. 47-57.

The research conducted by Strong and Baron included 16 veteran teachers and their beginning

teacher protégé’s. The veteran mentor teachers and beginning teachers all participated in conversations

which typically occurred before and after a beginning teacher was observed by the mentor. These

conversations were not naturalistic and were more of an open ended interview. These conversations

were guided by specific topics as laid out by the California Standards for the Teaching Profession.

Mentors were issued tape recorders to use during these conversations with their protégé’s.

The findings of the research were rather vague. The apparent themes were suggestions,

responses, and content. Most, if not all, of the mentors worked hard to not give direct advice to their

protégé’s. The mentors sought ways to question, restate, clarify, and suggest options for the protégés’.

Cognitive coaching was found to be impactful on the process. The study found that the conversational

patterns within the data could largely be explained by the philosophy of the program which the veterans

and protégés were participating in.

Of all the articles I have read this semester this was likely one of my least favorite. The research

felt very vague to me and left me asking, “So what? What is important about the conversations between

mentors and protégés? How can we help mentors conduct better conversations for learning and growth

in the protégés?” I have more questions than answers which I suppose is the purpose, to get us thinking.

However, I would have liked a bit more definitive explanations to understand the conversations a bit

more and to use to help develop these same types of conversations in a mentoring relationship. I

suppose the intent was likely just to inform and they did mention cognitive coaching which I can

research hopefully for deeper understandings.