The use of mentoring group conversations as a tool to support pre-service teachers' professional development has become more common. However, there is still a lack of research that shows how conversations are used to develop knowledge. The present paper is based on ethnographical observations of mentoring group conversations, and describes how…

Currently, the inner dynamics of teacher identity transformations remain a "black box." Conceptualizing preservice teacher identity as a complex dynamic system, and the notion of "being someone who teaches" in dialogical terms as involving shifts between different teacher voices, the study investigates the dynamical processes…