Skip to main content
SpringerLink
Log in

Invitational Conversations in Mentoring

  • Chapter
Mentoring for Learning

  • 867 Accesses

Abstract

This paper departs from the assumption that mentoring interactions are fundamentally human relationships between people. Mentors are regarded as people who are committed to developing others by supporting them through posing problems about current practice.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Arminen, I. (2000). On the context sensitivity of institutional interaction. Discourse & Society, 11(4), 435–458.

    Article  Google Scholar 

  • Asbill, K., & Ginzalez, M. L. (2000). Inviting leadership: Teacher perceptions of inviting principal practices. Journal of Invitational Theory and Practice, 7(1), 16–29.

    Google Scholar 

  • Aspy, C. B., & Aspy D. N. (1994). On rediscovering self-invitations to education. Journal of Invitational Theory and Practice, 3(2), 75–84.

    Google Scholar 

  • Beach, S. (2001). Good falling: How one childcare professional invites positive self-talk in preschool children. Journal of Invitational Theory and Practice, 7(2), 66–71.

    Google Scholar 

  • Briscall, M. A. (1993). Adapting the 5-P relay for inviting quality family time. Journal of Invitational Theory and Practice, 2(2), 87–97.

    Google Scholar 

  • Bumann, M., & Younkin, S. (2012). Applying self efficacy theory to increase interpersonal effectiveness in teamwork. Journal of Invitational Theory and Practice, 184,11–18.

    Google Scholar 

  • Burns, G., & Martin, B. N. (2010). Examination of the effectiveness of male and female educational leasers who made use of the invitational leadership style of leadership. Journal of Invitational Theory and Practice, 16, 30–56.

    Google Scholar 

  • Cannon, W. C., & Schmidt, J. J. (1999). Invitational counseling: A fresh vernacular for marriage and family therapy. Journal of Invitational Theory and Practice, 6(2), 73–84.

    Google Scholar 

  • Chant, R.H., Moes, R., & Ross, M. (2008). Enhancing teacher reflection and classroom creativity: Implementing a collaborative Problem-solving model. Journal of Invitational Theory and Practice, 15, 55–67.

    Google Scholar 

  • Cheng, M. M., Tang, S. Y., & Cheng, A. Y. (2012). Practicalising theoretical knowledge in student teachers’ professional learning in initial teacher education. Teaching and Teacher Education, 28(6), 781–790.

    Article  Google Scholar 

  • Cowher, S. J. (2005). Reflection upon the Invitational model and the 5 powerful P’s in working with Post-Traumatic Stress Disorder (PTSD). Journal of Invitational Theory and Practice, 11, 63–70.

    Google Scholar 

  • Davis, G. M. (1994). Don’t fight, mediate. Journal of Invitational Theory and Practice, 3(2), 85–94.

    Google Scholar 

  • Drew, P., & Heritage, J. (2006). Conversation analysis: Institutional interactions (Vol. 4). Thousand Oaks, CA: Sage.

    Book  Google Scholar 

  • Eckstein, D. (2005). Encouragement, confrontation and reframing as a Capella University mentor. Paper presented at Capella University, Altlanta, GA.

    Google Scholar 

  • Edwards, D. (1997). Toward a discursive psychology of classroom education. In C. Coll & D. Edwards (Eds.), Teaching, learning and classroom discourse: Approaches to the study of educational discourse, (pp. 33–48). Madrid: Fundacion Infancia y Aprendizaje.

    Google Scholar 

  • Edwards, D. (2005). Discursive psychology. In K. L. Fitch & R. E. Sanders (Eds.), Handbook of language and social interaction, (pp. 257–273). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Egley, R. (2003). Invitational leadership: Does it make a difference? Journal of Invitational Theory and Practice, 9, 57–70.

    Google Scholar 

  • Elbaz-Luwisch, F., & Orland-Barak, L. (2013). From teacher knowledge to teacher learning in community: Transformations of theory and practice. Advances in Research on Teaching, 19, 97–113.

    Article  Google Scholar 

  • Frakes, D. L. (1999). Humor in counseling: A review and examination from an invitational perspective. Journal of Invitational Theory and Practice, 6(2), 85–92.

    Google Scholar 

  • Goffman, E. (2005). Interaction ritual: Essays in face-to-face behavior. New Brunswick, NJ: Aldine Transaction.

    Google Scholar 

  • Haigh, M. (2008). Cross-cultural instruction, consciousness raising, and inviting heightened Self-esteem. Journal of Invitational Theory and Practice, 14, 11–24.

    Google Scholar 

  • Hayano, K. (2013). Territories of knowledge in Japanese conversation. Utrecht: LOT.

    Google Scholar 

  • Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F., & Bergen, T. (2011). Clarifying pre-service teacher perceptions of mentor teachers’ developing use of mentoring skills. Teaching and Teacher Education, 27, 1049–1058.

    Article  Google Scholar 

  • Heritage, J. (2012). The epistemic engine: Sequence organization and territories of knowledge. Research on Language & Social Interaction, 45(1), 30–52.

    Article  Google Scholar 

  • Heritage, J. (2013). Epistemics in conversation. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 370–394). Hoboken, NJ:Wiley-Blackwell.

    Google Scholar 

  • Hoffmeyer, C., Milliren, A., & Eckstein, D. (2005) The Hoffmeyer mentoring activity checklist: Invitations to professional growth. Journal of Invitational Theory and Practice, 11, 54–62.

    Google Scholar 

  • Ivers, J. J., Ivers, J. J. (Jnr.), & Ivers, N. I. (2008). Cross-cultural instruction, consciousness raising, and inviting heightened Self-esteem. Journal of Invitational Theory and Practice, 14, 11–24.

    Google Scholar 

  • Kennedy, J. (2006). A study of learning environment in the extended practicum of a pre-service teacher education course at a catholic university. Australian Catholic University, Banyo QLD.

    Google Scholar 

  • Keogh, J. (2010). (In)forming formal evaluation: Analysis of a practicum mentoring conversation. Journal of Applied Linguistics & Professional Practice, 7(1).

    Google Scholar 

  • Kitchens, A. N., & Wenta, R. G. (2007). Merging invitational education with mathematics education: A workshop for teachers. Journal of Invitational Theory and Practice, 13, 34–46.

    Google Scholar 

  • Koole, T. (2010). Displays of epistemic access: Student responses to teacher explanations. Research on Language and Social Interaction, 43(2), 183–209.

    Article  Google Scholar 

  • Koole, T. (2013). Conversation analysis and education. The encyclopedia of applied linguistics.

    Google Scholar 

  • Koole, T., & Elbers, E. (2014). Responsiveness in teacher explanations: A conversation analytical perspective on scaffolding. Linguistics and Education, 26, 57–69.

    Article  Google Scholar 

  • Kronenberg, J., & Strahan, D. B. (2010). Responsive teaching: A framework for inviting success with students who “Fly below the radar” in Middle school classrooms. Journal of Invitational Theory and Practice, 14, 11–24.

    Google Scholar 

  • Magano, M. D., Mostert, P., & Van der Westhuizen, G. (2010). Learning conversations: The value of interactive learning. Johannesburg: Heinemann.

    Google Scholar 

  • Mahoney, J. A. (1998). The inviting school superintendent. Journal of Invitational Theory and Practice, 5(2), 97–106.

    Google Scholar 

  • Maynard, D. W., & Clayman, S. E. (2003). Ethnomethodology and conversation analysis. The handbook of symbolic interactionism, 173–202.

    Google Scholar 

  • Mboya Okaya, T., Horne, M., Laming, M., & Smith, K. H. (2013). Measuring inviting school climate: A case study of a public primary school in an urban low socioeconomic setting in Kenya. Journal of Invitational Theory and Practice, 19, 15–29.

    Google Scholar 

  • Mercer, N. (2008). Talk and the development of reasoning and understanding. Human Development, 51(1), 90–100.

    Article  Google Scholar 

  • Mondada, L. (2011). Understanding as an embodied, situated and sequential achievement in interaction. Journal of Pragmatics, 43(2), 542–552.

    Article  Google Scholar 

  • Niemann, R., Swanepoel, Z., & Marais, N. (2010). Challenging the ‘Four Corner Press’ as framework for invitational leadership in South African schools. SA Journal of Industrial Psychology, 36(1), 1–8. Retrieved June 23, 2014 from http://www.sajip.co.za/index.php/sajip/article/view/799/887

    Article  Google Scholar 

  • Orland-Barak, L., & Klein, S. (2005). The expressed and the realized: Mentors’ representations of a mentoring conversation and its realization in practice. Teaching and Teacher Education, 21(4), 379–402.

    Article  Google Scholar 

  • Owens, K. (1997). Six myths about self-esteem. Journal of Invitational Theory and Practice, 4(2), 115–128

    Google Scholar 

  • Paxton, P. (1993). Total quality management and invitational theory: Common ground. Journal of Invitational Theory and Practice, 2(1), 29–34.

    Google Scholar 

  • Radd, T. R. (1998). Developing an inviting classroom climate through a comprehensive behavior management plan. Journal of Invitational Theory and Practice, 5(1), 19–30.

    Google Scholar 

  • Reed, C., & Shaw, D. (1997). Voices on schools without fear. Journal of Invitational Theory and Practice, 4(2), 101.

    Google Scholar 

  • Rice, P. B. (2003). What are universities doing to help prospective teachers find positions? Journal of Invitational Theory and Practice, 9, 71–75.

    Google Scholar 

  • Riner, P. S. (2003). The intimate correlation of invitational education and effective classroom management. Journal of Invitational Theory and Practice, 9, 41–56.

    Google Scholar 

  • Sacks, H. (1992). Lectures on conversation. Volume I, II. Edited by G. Jefferson with an introduction by EA Schegloff. Oxford: Blackwell.

    Google Scholar 

  • Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turntaking for conversation. Language, 696–735.

    Google Scholar 

  • Schmidt, J. J., & Shields, W. C. (1998). Integration of guidance lessons using invitational concepts in a friendship curriculum. Journal of Invitational Theory and Practice, 5(2),107

    Google Scholar 

  • Seedhouse, P. (2013). Conversation analysis and classroom interaction. The encyclopedia of applied linguistics.

    Google Scholar 

  • Shulman, L. S. (1994). Those who understand: Knowledge growth in teaching. In B. Moon & A. Mayes (Eds.), Teaching and learning in the secondary school (pp. 125–133). London, England: Routledge.

    Google Scholar 

  • Sidnell, J. (2012). ‘Who knows best?: Evidentiality and epistemic asymmetry in conversation. Pragmatics & Society, 3(2).

    Google Scholar 

  • Stafford, W. B. (2003). To honor the net in invitational counseling. Journal of Invitational Theory and Practice, 9, 9–22.

    Google Scholar 

  • Steyn, G. M. (2005). Exploring factors that influence the effective implementation of professional development programmes on invitational education. Journal of Invitational Theory and Practice, 11, 7–34.

    Google Scholar 

  • Steyn, T. (1993). The manifestation of invitational theory in inviting schools. Journal of Invitational Theory and Practice, 2(1), 19–28.

    Google Scholar 

  • Stillion, J. M., & Siegel, B. L. (1994). The transformational college teacher. Journal of Invitational Theory and Practice, 3(2), 55–74.

    Google Scholar 

  • Stivers, T., Mondada, L., & Steensig, J. (2011). The morality of knowledge in conversation (Vol. 29). Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Tanase, M. (2013). Meeting student needs in the freedom writers movie: An activity in a classroom management course. Journal of Invitational Theory and Practice, 19, 4–14.

    Google Scholar 

  • Thompson, D. R. (2004). Organizational learning in action: Becoming an inviting school. Journal of Invitational Theory and Practice, 10,51–68.

    Google Scholar 

  • Thompson, F. (2009). The instruction and assessment of multi-cultural dispositions in teacher and counsellor education. Journal of Invitational Theory and Practice, 15, 32–54.

    Google Scholar 

  • Tillema, H. (2011). Mentor conversation research project at University of Johannesburg. Workshop notes and discussions [Study is still ongoing]. Unpublished research proposal.

    Google Scholar 

  • Trent, L. M. Y. (1997). Enhancement of the school climate by reducing teacher burnout: Using an invitational approach. Journal of Invitational Theory and Practice, 4(2), 103–114.

    Google Scholar 

  • Tung, E. (2002). Lifeskills for prospective teachers. Journal of Invitational Theory and Practice, 8, 27–41.

    Google Scholar 

  • Valiante, G., & Pajares, F. (2002). Inviting one’s self and inviting others: Influence of gender, grade level, and gender orientation. Journal of Invitational Theory and Practice, 8, 42–60.

    Google Scholar 

  • Van der Westhuizen, G. (2011). Leergesprekke in universiteitsklaskamers: ‘n herwaardering. Litnet Akademies:’n Joernaal vir die Geesteswetenskappe, 8(3), 392–410.

    Google Scholar 

  • Van der Westhuizen, G. (2012). Learning equity in a university classroom. South African Journal of Higher Education, 26(3), 623–637.

    Google Scholar 

  • van Kruiningen, J. F. (2013). Educational design as conversation: A conversation analytical perspective on teacher dialogue. Teaching and Teacher Education, 29, 110–121.

    Article  Google Scholar 

  • Walker, D. C. (1998). Kaleidoscopic reflections: A story of self-concept and invitations. Journal of Invitational Theory and Practice, 5(2), 83–96.

    Google Scholar 

  • White, S. D. (1999). Inviting self-efficacy in children: Taking competition out of the game. Journal of Invitational Theory and Practice, 6(2), 93.

    Google Scholar 

  • Zeeman, R. D. (2006). Glasser’s choice theory and Purkey’s invitational education – Allied approaches to counselling and schooling. Journal of Invitational Theory and Practice, 12, 46–51.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Psychology, University of Johannesburg, South Africa

    Martijn P. Van Der Merwe

  2. Department of Educational Psychology, University of Johannesburg, South Africa

    Gert J. Van Der Westhuizen

Authors
  1. Martijn P. Van Der Merwe
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gert J. Van Der Westhuizen
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Leiden University, The Netherlands

    Harm Tillema

  2. University of Johannesburg, South Africa

    Gert J. van der Westhuizen

  3. University of Bergen, Norway

    Kari Smith

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Sense Publishers

About this chapter

Cite this chapter

Merwe, M.P.V.D., Westhuizen, G.J.V.D. (2015). Invitational Conversations in Mentoring. In: Tillema, H., Westhuizen, G.J.v.d., Smith, K. (eds) Mentoring for Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-058-1_10

Download citation

Publish with us

Policies and ethics

Search

Navigation