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One of the major problems in teacher education is how to support teacher’s continuing professional development. In Japan the term of student teaching is only four weeks, so the quality of induction program is important for all beginning teachers. This quality depends on  how to instruct or train a good mentor, but there is no program for mentor in Japan.  As Parker-Katz & Bay(2008) pointed out that mentor knowledge cannot be taught, but can be obtained through mentoring process, the interaction between mentor and mentee seems to  be significant for mentor program. Because mentor and mentee usually interact on teaching based on mentee’s teaching, what characteristics has this interaction?

As to such matter, this study based on the teacher’s reasoning model and the experiential learning theory(ELT)(Kolb,1984) because this interaction is the process of creating new practical knowledge for both mentor and mentee. Regarding to PCK and teacher’s reasoning, Shulman(1987) argued on PCK and proposed the model of teacher’s reasoning. In some models, Shoham(2003) proposed the beginning teacher’s reasoning model, 1)the description of the case, 2)the proposed solutions of the dilemma, 3)the choice of preferred solution. This model focuses on the individual thought process, not on social learning process by mentor and mentee. The ELT also focused on the individual learning process, but its process need to be dialectical. The ELT proposed two dimensions of dialectics, experience/abstract and reflection/experiment in the learning process. Reframing the mentoring process from the viewpoint of teacher’s reasoning and ELT, one important mentor’s role is thought to facilitate his/her mentee to reason dialectically on own teaching.

This study explores how a mentor interacts with his /her mentee on teaching during reflecting on mentee’s teaching. If a mentor facilitates his/her mentee to reflect upon teaching dialectically, a mentor and a mentee can create new practical knowledge together.

Therefore, the research questions of this study are 1) Is the interaction between a mentor and a mentee a dialectical process? 2)if so, how does a mentor intercede to encourage a dialogue?

This study focused on only the formal mentoring, but the findings of this study will be able to suggest a concrete mentor’s role though Furlong et al.(1995) proposed the four stages of mentoring role, a model, a coach, a critical friend, and a co-inquirer.

Asada,T., Uosaki,Y.(2006) A Study on the Mentoring System for Beginning Teacher. The presented paper at Bera 2006 Furlong et al.(1995) Mentoring Student Teachers: the growth of professional knowledge. Routedge. Kuijpers,J.M. et al.(2010) An integrated professional development model for effective teaching. Teaching and Teacher Education 26, 1687-1694 Parker-Katz,M., Bay,M. (2008) Conceptualizing mentor knowledge: Learning from the insiders. Teaching & Teacher Education 24 1259-1269 Shoman,E., Penso,S.,Shiloah,N.(2003)Novice Teachers’ Reasoning when Analysing Educational Cases. Asia-Pacific Journal of Teacher Education 31(3) 195-211 Shulman,L.(1987) Knowledge and teaching: foundations of the new reform. Harvard Educational Review 57(1) 1-22