Purpose The aim of this study was to explore how mentor teachers' supervisory behaviour shapes pre-service teachers' forms of reflection during mentoring dialogues. Design/methodology/approach Drawing on and developing the analytical procedures of supervisory behaviour by Hennissen et al. (2008) and forms of reflection by Husu et al. (2008), a total of 24 mentoring dialogues conducted after pre-service teachers' teaching were analysed. Six mentor–mentee pairs participated in the study, which was conducted in the Czech Republic. Findings This research presents findings that contradict the dominant discourse, suggesting that even imperatorial supervisory behaviour, in which mentor teachers dominate the mentoring dialogue (hence referred to as “imperators”), can support pre-service teachers' reflection. It shows that not all imperators are the same. Although mentor teachers predominantly use directive skills and initiate most of the topics during mentoring dialogues, discussing these topics for a longer duration, with greater complexity, and in a more dialogical manner, may support pre-service teachers' reflection. Originality/value Evidence of how mentors' supervisory behaviour supports pre-service teachers' reflection in mentoring dialogues is usually indirect, and research tends to focus more on mentors' actions than on analysing pre-service teachers' utterances. This study provides a direct and balanced account of mentors' supervisory behaviour and its impact on pre-service teachers' forms of reflection.
Petr Svojanovský (Fri,) studied this question.