ABSTRACT Researchers have shown that mentoring has a positive impact on student teachers’ professional learning during their practicum, but it can also be highly problematic due to the inherent power roles in mentor-mentee relationships. Via this study, I offer new insights by examining how we can leverage information technology to address the tensions associated with face-to-face mentoring. Using third space theory as a conceptual framework, I examined how group mentoring played out when it was enacted in a digital social semiotic space. Transcripts of online mentoring conversations and semi-structured interviews were analysed using genre and discourse analysis to understand how mentors helped student teachers negotiate tensions of practicum teaching, and how language is used to build ties in online learning environments. The findings suggest that when mentoring is enacted in a third space, mentors and mentees have more opportunities to contest the norms and identities that are associated with traditional mentoring practices operating in schools.

中文翻译：

---

我知道这种感觉：在线导师如何帮助职前教师在第三空间中解决实习紧张问题

摘要研究人员表明，辅导对学生教师的实践学习具有积极的影响，但由于导师与受训者关系中固有的权力作用，这也可能造成很大的问题。通过这项研究，我通过研究如何利用信息技术来解决与面对面指导相关的紧张关系，从而提供了新的见解。使用第三空间理论作为概念框架，我研究了团体指导在数字社会符号空间中的实施情况。使用体裁和语篇分析法分析了在线指导对话和半结构化访谈的笔录，以了解指导者如何帮助学生教师解决实践教学的压力，以及如何使用语言在在线学习环境中建立联系。