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This case study examines mentoring practices that guide a mentee’s classroom management. Using multiple data sources including lesson plans, reflections, mentor reports, and recorded interviews, it applies a five-factor mentoring framework to analyse mentor-mentee dialogues. Results show most mentoring practices informed classroom management, while limited evidence supported development in aims, curriculum, timetabling, or assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/analysing-mentoring-dialogues-for-developing-a-preservice-teachers-classroom-management-practices/594435/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/analysing-mentoring-dialogues-for-developing-a-preservice-teachers-classroom-management-practices/594435.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does classroom management matter for preservice teachers?","Question",{"text":112,"@type":113},"Classroom management, particularly student behaviour management, is a major concern and has been associated with teachers leaving the profession within the first five years.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data sources are used in the study?",{"text":117,"@type":113},"The study uses multiple sources such as lesson plans, preservice teacher reflections, mentor reports, and video/audio-recorded interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What mentoring-related outcomes does the study report?",{"text":121,"@type":113},"Thirty of thirty-four mentoring practices provided input into the mentee’s classroom management, with opportunities for effective implementation linked to modelling and feedback, while overt evidence on mentoring aims and assessment-related facilitation was limited.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594435,1792162148,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \nAnalysing mentoring dialogues for developing a preservice teacher’s  \nclassroom management practices  \nTracey Sempowicz  \nPeter Hudson  \nQueensland University of Technology  \n[tracey.sempowicz@qut.edu.au](tracey.sempowicz@qut.edu.au)  \nAbstract: A key concern for preservice teachers is classroom  \nmanagement, including student behaviour management,  \nwhich also has been a factor associated with teachers leaving  \nthe profession within the first five years. This study  \ninvestigates the mentoring practices used to guide the  \nmentee’s classroom management. Using multiple data  \nsources (e.g., lesson plans, preservice teacher reflections,  \nmentor reports, and video and audio-recorded interviews),  \nthis case study uses a five-factor mentoring framework to  \nanalyse mentor-mentee dialogues about classroom  \nmanagement practices. Data indicated 30 out of 34  \nmentoring practices provided input into the mentee’s  \nclassroom management; however there was no overt  \nevidence on mentoring aims, curriculum, timetabling or  \nassessment that facilitated the mentee’s development of  \nbehaviour management. Specifically, drawing on the system  \nrequirement documents, modelling the school’s behaviour  \nmanagement program, articulating pedagogical knowledge  \nabout implementing behaviour management, and providing  \nfeedback presented the mentee with opportunities for effective  \nimplementation.  \nIntroduction  \nEffective mentoring is pivotal to the development of preservice teachers, including the development of classroom management practices; however the quality and quantity of mentoring varies significantly. Although Australian states have established standards for teaching, there are no formal standards for mentoring despite mentoring by experienced teachers in schools comprising as much as 20% of a preservice teacher’s university four-year degree. Standards for mentoring need to be based on the literature and empirical evidence on effective mentoring practices. Theoretical models have been proposed but few studies conduct investigations of practice within these models. For example, a five-factor mentoring model has gathered evidence on effective mentoring practices through the literature and quantitative studies, but now requires qualitative understandings (Hudson, 2007) . This study investigates the mentoring of a second-year preservice teacher (mentee) in effective classroom management practices using this mentoring model as a theoretical framework for collecting qualitative data from a mentor (cooperating classroom teacher) and mentee.  \nClassroom management  \nVol 36, 8, August 2011 1  \nAustralian Journal of Teacher Education  \nMany early-career teachers (and preservice teachers) claim that managing the classroom and student behaviour causes them concern (Crosswell, 2009; Lewis, Romi, Qui,& Katz, 2005; McNally, I’anson, Whewell, & Wilson, 2005; Putman, 2009) . Indeed, managing student behaviour is a key issue for teachers in today’s society (Australian Education Union, 2006); particularly as unsuccessful student management can produce teacher stress and burn out (Martin, Linfoot, & Stephenson, 1999), which in turn may cause teachers to leave the profession (Ewing, 2001) . Surprisingly, preservice teachers are more likely to express concern about managing low level behaviours such as students being off task or refusing to follow instructions, rather than more serious behaviour problems (Crosswell, 2009). It is suggested that creating a favourable learning environment with“positive social interaction, active engagement in learning, and self-motivation” appears atthe centre of managing student behaviour (Burden, 2003, p. 3). In addition, Brophy and McCaslin (1992) emphasise that principals value teachers with good classroom management, and, in particular, their ability to control misbehaving students. Yet, other educators (Emmer & Hickman, 1990; Sprick, 2009) argue that teachers need to move beyo","cbCaiqqYpfw8ZLug","https://ap.wps.com/l/cbCaiqqYpfw8ZLug","pdf",103098,16,"English","# Abstract\n# Introduction\n# Classroom management","[{\"question\":\"Why does classroom management matter for preservice teachers?\",\"answer\":\"Classroom management, particularly student behaviour management, is a major concern and has been associated with teachers leaving the profession within the first five years.\"},{\"question\":\"What data sources are used in the study?\",\"answer\":\"The study uses multiple sources such as lesson plans, preservice teacher reflections, mentor reports, and video/audio-recorded interviews.\"},{\"question\":\"What mentoring-related outcomes does the study report?\",\"answer\":\"Thirty of thirty-four mentoring practices provided input into the mentee’s classroom management, with opportunities for effective implementation linked to modelling and feedback, while overt evidence on mentoring aims and assessment-related facilitation was limited.\"}]","Analysing mentoring dialogues for developing a preservice teacher’s classroom management practices | PDF",1792079159]