Abstract
This chapter discusses the use of the emancipatory mentoring model Systematic Informed Reflective Practice (SIRP) (Malderez, 2015) on a resource scarce university-based teacher education programme. The chapter foregrounds SIRP’s potential to develop teacher agency in the context of collaborative co-construction of teacher knowledge by guiding pre-service teachers on a reflection of five steps. Breaking down the reflective process in separate steps ensures that reflection is evidence led and any ensuing conclusions are informed by relevant literature. SIRP’s affordances are explored by looking at transcript excerpts from group discussion sessions with pre-service teachers for the types of agency and teacher knowledge this model promotes. The chapter suggests that SIRP is sufficiently robust to be used flexibly in a variety of teacher education contexts.
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Ončevska Ager, E. (2022). Systematic Informed Reflective Practice: Facilitating Knowledge and Agency Co-construction Through Mentoring. In: Wyatt, M., Dikilitaş, K. (eds) International Perspectives on Mentoring in English Language Education. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-99261-3_6
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DOI: https://doi.org/10.1007/978-3-030-99261-3_6
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