ABSTRACT This article examines a unique pedagogical approach imbedded with collective learning experiences that engages students in a continuous cycle of mentorship. The research design is guided by two closely aligned methodologies, narrative inquiry and testimonios. Narrative inquiry lends itself for the ‘study of experiences as story’. A testimonio is an oral account, a verbal journey of the participant’s life. Testimonios/narratives of students are drawn from multiple sources, including verbal reflection, journals, autoethnographies, mentor interviews, and personal interactions. As an instructor in the Urban School Leaders Collaborative, a program that leads to a Master of Education degree in educational leadership and principal certification, I am a facilitator of dialogue, a mentor and a mentee, learner and teacher. As a collective, we take part in deep collective critical reflection informed by a pedagogy of collective critical consciousness to fashion relationships of authenticity, equity, and reciprocity.

中文翻译：

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探索集体指导和互惠指导的实践：通过城市学校领导者协作进行领导力准备

摘要本文探讨了一种基于集体学习经验的独特教学方法，该方法使学生参与到一个连续的导师制中。研究设计以两种紧密结合的方法为指导，即叙事探究和证词。叙事探究适合“作为故事的体验研究”。见证是口头陈述，是参与者生活的口头旅程。学生的证词/叙述来自多种来源，包括言语反思，期刊，民族志，导师访谈和个人互动。作为城市学校领导者协作计划的讲师，该计划可取得教育领导力和校长证书的教育硕士学位。我是对话的推动者，导师和受训者，学习者和老师。作为一个集体，