What Else Might Mentoring Be and Become?
An Exploration of Interdisciplinary Teaching Practices in Mentorship training
DOI:
https://doi.org/10.15845/ntvp.v10i2.4405Keywords:
Pedagogical supervision, embodied listening, affirmation, minor gestures, Erin ManningAbstract
What else might mentoring be and become if we open towards embodied listening? This question forms the entry to our transdisciplinary curiosity towards how we can intensify our teaching practice at the course Mentorship training for practice teachers in kindergarten. We enter the question through explorations of our teaching practices; What potentials might lie in implicating dramaturgical thinking and musical gestures in our teaching? By thinking with Erin Manning's concepts of affirmation and minor gestures, in this article we explore and elaborate on paying attention to bodily micro-processes in mentoring, where asking the question what else might mentorship be and become? opens mentoring and teaching practices towards what we do not yet know and can express clearly; and how this can direct our attention to what becomes of importance in mentoring processes. Hence, mentoring is connected to a pedagogical insistence towards affirming what emerges as matters of concern and encourages imperfection.
The article is updated.
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