The Relationship Between Mentor Role and Teachers’ Practical Knowledge in the Process of Mentor-Apprentice Dialogue – Based on Epistemic Network Analysis

This study examines the impact of mentor roles on teachers’ practical knowledge generation during mentor-apprentice dialogues, focusing on differences in cognitive network structures across mentoring styles. Using Epistemic Network Analysis (ENA), the study reveals that strategy knowledge and context knowledge play central roles in the development of practical knowledge, while self-knowledge is underdeveloped. The research highlights the importance of integrating expert knowledge transmission with novice teachers’ introspection in professional development and provides empirical support for refining mentoring approaches to ensure balanced and effective learning experiences for novice educators.