Mentoring Dialogue and Practice: A Transformative Experience

Abstract

Mentoring novice faculty in higher education warrants further exploration. Novice scholars may underestimate the time and energy of gaining access to a new community of practice, learning the norms, and developing successful long-term academic practice. The purpose of this essay is to describe how transformative learning theory, a cognitive apprenticeship model, and critical reflection practice work together in a mentorship—one that benefits both the novice and seasoned academic. We note how all three frameworks rely on dialogue or discourse for creating new and effective assumptions. We emphasize dialogue between the mentor and novice as well as their individual and collaborative practice. Their practice entails the complex work of questioning higher education success, challenging assumptions, collaborating on writing, and growing individually by investing in each other. We contend that when novice and mentor engage with their colleagues, they deepen their work and expand their perspectives.