Purpose The purpose of this paper is to analyse the learning conversations that take place in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the learning conversations that occurred between physical education subject mentors and their associate teachers (ATs) during a one-year postgraduate programme. Design/methodology/approach Self-completion questionnaires and semi-structured interviews, with 11 ATs within a university ITE partnership, were used to explore ATs’ perceptions of the learning conversations that occurred between them and their mentors. A process of content analysis was used to identify and analyse themes in the data. Findings Meaningful learning conversations are not exclusively based on mentors’ feedback on ATs’ teaching. The ongoing everyday dialogue that occurs between mentors and ATs has a direct impact on the ATs’ teaching and a more indirect effect of nurturing collaborative relationships and providing access to a learning community. Successful mentoring is not realised through an isolated weekly lesson observation of the ATs’ teaching. It is an immersive process where the AT and the mentor face the ongoing challenge of exploring aspects of pedagogy and developing a relationship that is conducive to shared learning. Practical implications These findings have implications for providers of ITE and more specifically how they approach mentor training. Examining learning conversations, and in particular the more informal everyday dialogue that occurs between the mentor and the AT, may have significant impact on the learning of those who are training to teach. Originality/value Informal learning conversations are central to the mentoring process. These findings highlight the value of learning conversations and in particular the impact of informal everyday dialogue that may otherwise be overlooked.

中文翻译：

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在初等教师教育中探索导师与副教师之间的学习对话

目的本文的目的是分析在英格兰的中学初等教师教育（ITE）中发生的学习对话。更具体地说，其目的是研究在为期一年的研究生课程期间，体育学科导师与其副老师（AT）之间发生的学习对话。设计/方法/方法自完成问卷和半结构化访谈，与大学ITE合作伙伴关系中的11个AT，用于探索AT对他们与导师之间的学习对话的看法。内容分析过程用于识别和分析数据中的主题。调查结果有意义的学习对话并非仅基于导师对ATs教学的反馈。导师与AT之间持续进行的日常对话直接影响着AT的教学，并间接影响了培养合作关系并提供了进入学习社区的机会。仅通过每周一次的AT课程教学观察，无法获得成功的指导。这是一个沉浸式的过程，在此过程中，AT和导师面临着不断探索教学法方面的挑战，并发展了有利于共享学习的关系。实际意义这些发现对ITE的提供者有影响，更具体地说，对他们如何进行导师培训具有影响。检查学习对话，尤其是导师与AT之间日常的非正式对话，可能会对正在培训教书者的学习产生重大影响。创意/价值非正式的学习对话对于指导过程至关重要。这些发现凸显了学习对话的价值，尤其是非正式的日常对话的影响，而这种影响可能会被忽略。