Fostering Pedagogically Productive Talk in Mentoring
Conversations: The Role of Feedback and Advice

k 2026

Fostering Pedagogically Productive Talk in Mentoring Conversations: The Role of Feedback and Advice

NEKARDOVÁ, Barbora a Tomáš LINTNER

Základní údaje

Originální název

Fostering Pedagogically Productive Talk in Mentoring Conversations: The Role of Feedback and Advice

Autoři

NEKARDOVÁ, Barbora a Tomáš LINTNER

Vydání

EARLI SIG 26 - Argumentation, Dialogue and Reasoning, 1st - 3th of October, 2026, Brno, 2026, 2026

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50300 5.3 Education

Odkazy

URL

Označené pro přenos do RIV

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

university teachers; pedagogically productive talk; mentoring conversations; feedback; teacher professional development

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 10. 9. 2026 12:20, Mgr. Barbora Nekardová, Ph.D.

Anotace

V originále

In this contribution, the emergence of pedagogically productive talk in mentoring conversations between university teachers is examined. The analysis draws on four audio-recorded meetings of two mentoring pairs and combines both qualitative and quantitative approaches to capture the complexity of these interactions. The results suggest that one mentoring pair was more successful in creating a productive dialogue than the other, pointing to differences in how the conversations were structured and facilitated. The findings further indicate that feedback focused on problems of practice supports the development of pedagogically productive talk, whereas advice-giving tends to interrupt this process and shift the interaction away from deeper reflection. Sequential analysis reveals interactional patterns in which productive utterances tend to generate further productive utterances, highlighting a key link between two principles of pedagogically productive talk. Overall, these findings underscore the importance of feedback grounded in authentic problems of practice for fostering meaningful and productive mentoring conversations.

Citovat

NEKARDOVÁ, Barbora a Tomáš LINTNER. Fostering Pedagogically Productive Talk in Mentoring Conversations: The Role of Feedback and Advice. In EARLI SIG 26 - Argumentation, Dialogue and Reasoning, 1st - 3th of October, 2026, Brno, 2026. 2026.

@proceedings{2588002,
   author = {Nekardová, Barbora and Lintner, Tomáš},
   booktitle = {EARLI SIG 26 - Argumentation, Dialogue and Reasoning, 1st - 3th of October, 2026, Brno, 2026},
   keywords = {university teachers; pedagogically productive talk; mentoring conversations; feedback; teacher professional development},
   language = {eng},
   title = {Fostering Pedagogically Productive Talk in Mentoring Conversations: The Role of Feedback and Advice},
   url = {https://www.phil.muni.cz/earlisig2026/programme},
   year = {2026}
}

TY  - CONF
ID  - 2588002
AU  - Nekardová, Barbora - Lintner, Tomáš
PY  - 2026
TI  - Fostering Pedagogically Productive Talk in Mentoring Conversations: The Role of Feedback and Advice
KW  - university teachers
KW  - pedagogically productive talk
KW  - mentoring conversations
KW  - feedback
KW  - teacher professional development
UR  - https://www.phil.muni.cz/earlisig2026/programme
N2  - In this contribution, the emergence of pedagogically productive talk in mentoring conversations between university teachers is examined. The analysis draws on four audio-recorded meetings of two mentoring pairs and combines both qualitative and quantitative approaches to capture the complexity of these interactions. The results suggest that one mentoring pair was more successful in creating a productive dialogue than the other, pointing to differences in how the conversations were structured and facilitated. The findings further indicate that feedback focused on problems of practice supports the development of pedagogically productive talk, whereas advice-giving tends to interrupt this process and shift the interaction away from deeper reflection. Sequential analysis reveals interactional patterns in which productive utterances tend to generate further productive utterances, highlighting a key link between two principles of pedagogically productive talk. Overall, these findings underscore the importance of feedback grounded in authentic problems of practice for fostering meaningful and productive mentoring conversations.
ER  -

NEKARDOVÁ, Barbora a Tomáš LINTNER. Fostering Pedagogically Productive Talk in Mentoring Conversations: The Role of Feedback and Advice. In \textit{EARLI SIG 26 - Argumentation, Dialogue and Reasoning, 1st - 3th of October, 2026, Brno, 2026}. 2026.

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