Reconsidering the communicative space: learning to be

Mia O'Brien, Bronwen Wade-Leeuwen, Fay Hadley, Rebecca Andrews, Nick Kelly, Steven Kickbusch

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    2 Citations (Scopus)


    In this chapter we ask the reader to set aside existing perceptions of mentoring, supervision and their relatedness to professional experience and instead join us in a sharply reconsidered analysis of the communicative space in which teachers and preservice teachers negotiate the phenomenon of ‘learning to be’. We take the Habermasian concept of communicative space (1987) and earlier notions of lifeworld (Heidegger, 1962/1927; Merleau-Ponty, 1962/1945; Sandberg & Dall’Alba, 2009) as a theoretical frame to foreground learning and practice as ‘ways of being in the world’. A series of three vignettes are presented to illustrate how mentoring is both epistemological (what we know or can do) and ontological (how we are learning to be). It is this learning to be, in the teaching and learning to teach relationship, that we aim to identify, illustrate and elaborate in this chapter.
    Original languageEnglish
    Title of host publicationEducating future teachers
    Subtitle of host publicationinnovative perspectives in professional experience
    EditorsJeana Kriewaldt, Doreen Rorrison, Angelina Ambrosetti, Ros Capeness
    Place of PublicationSingapore
    PublisherSpringer, Springer Nature
    Number of pages17
    ISBN (Electronic)9789811054846
    ISBN (Print)9789811054839
    Publication statusPublished - 2018


    • communicative space
    • praxis
    • teacher development
    • inquiry
    • professional learning
    • experience


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