In this research it was analysed whether students learn from mentoring conversations; to what extent learning is influenced by their beliefs on professional learning, their valuing of their mentor,...Show moreIn this research it was analysed whether students learn from mentoring conversations; to what extent learning is influenced by their beliefs on professional learning, their valuing of their mentor, their reflection report and the conversational moves in mentoring conversations; to what extent the students’ beliefs on professional learning and their valuing of their mentor are associated with the conversational moves in mentoring of the mentor; and to what extent these are influenced by the students’ reflection report. It was analysed which conversational moves occurred during mentoring conversations and how often. Use was made of student teachers’ questionnaires and reflection reports. It appeared that students learn from mentoring conversations. Learning was probably positively influenced by the numbers of the conversational moves not relevant, orienting, reflective, directive, regulative and constructive. Students learn more when they value their mentor more positively and when the quality of their reflection report becomes higher. Students’ beliefs on professional learning are positively associated with the numbers of the conversational move regulative and students’ valuing of their mentor is positively associated with the numbers of the conversational moves recollect, orienting, reflective and constructive. The conversational move ‘mainly not content oriented’ only occurred with the student with a low quality of reflection. Mentoring conversations are effective to educate students when the right conversational moves are used in the right extent.Show less
