This literature study deals with the issue of how to conceptualize the supervisory behaviour of mentor teachers in mentoring dialogues by systematically examining empirical literature on key aspects of mentor teachers' behaviour during dialogues with prospective teachers. From the findings a model is derived which can be used to study mentor…

Variation in three representative teacher input variables are compared across second language studies to derive viable hypotheses about instructional factors that contribute to second language development. The review indicates that, while the quality and quantity of comprehensible input are important, interactive pedagogical behaviors are also the…

This paper analyzes discrepant findings from research on science teacher knowledge and classroom discourse. In new science teachers' classrooms, discourse during laboratory activities differed in important ways from discourse during other types of instruction. Furthermore, teacher subject-matter knowledge had effects that were not predicted by the…