Mentoring “in the time of cholera”: perspectives, promises and challenges in the preparation of mentors for diversity in the new digital teacher learning space

This article discusses the perspectives, challenges and promises of mentoring in the new digital teacher learning space. Specifically, it focuses on recent research agendas and policy trends aimed at redefining and “reinventing” the preparation of mentors in diverse socio-cultural educational contexts across the globe. These are contextualized by zooming in to the case of mentoring in Israeli teacher education in response to the COVID-19 pandemic. These studies exemplify concerted efforts to create new connections between research, policy and practice in order to inform on the preparation of mentors in highly diverse and disputed socio-cultural educational contexts.

What's in it for the observer? Mimetic aspects of learning through observation in simulation-based learning in teacher education

The aim of this exploratory case study was to gain insight into the overlooked learning experience of simulation “observers,” through the lens of the mimetic learning theory. Fifty-nine inservice teachers attended five, 4-h-long simulation workshops. Data were collected using semi-structured interviews (15), a focus group, and participants' reflections (59), and underwent content and linguistic analysis. Four themes denoting mimetic learning emerged: multimodal sensory observation;adopting multiple perspectives;balanced emotional involvement;and cognitive critical thinking. The study highlights the affordances of simulation-based observation experiences in teacher education. This is especially relevant considering the COVID-19 lockdown, when opportunities for peer observation are limited.