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Situated within the recent scholarship on core practices in teacher education, this chapter presents a collaborative self-study that explored one aspect of our developing practice as teacher educators through examination of Francis’s use of mediation in lesson rehearsal. Using examples from his practice, we explore the following research question: How does a teacher educator learn to provide mediation to create a responsive zone of proximal development within lesson rehearsal?

Specifically, we use Vygotskian sociocultural theory to examine Francis’s use of mediation during the rehearsal of the core practice supporting interaction and target language comprehensibility (I-TLC), one of the core practices addressed in his world language teacher preparation program. This self-study of mediation in lesson rehearsal illuminated Francis’ evolving practice as a facilitator of lesson rehearsal of novice teachers who are culturally and linguistically diverse, and who are preparing to use practices that are responsive to culturally and linguistically diverse students.

Expertise in designing organizations is an important construct for scholars interested in studying the micro-foundations of organizational performance. We investigate the existence and nature of this expertise in this chapter. Conceptualizing the designing of organizations as a problem-solving process, we describe the underlying structure of this problem space. Further, we propose that this process of problem solving should look different for “greenfield” design problems and for “brownfield” redesign problems. We test our arguments through a comparison of the think-aloud verbal protocols of 16 subjects with greater experience with organization design problems (experts) and 16 subjects with significantly lower experience with organization design problems (novices). The results suggest that the parts of the problem that experts focus on are different from those that novices focus on, and expertise matters differently for design and redesign problems.

This article aims to present a unique dimension to mentor studies in that unlike most research that focuses on the novice-teachers-mentee, this study explores the influence of mentoring on the mentors themselves. Two main questions were examined: “Which components of mentoring influence the mentors' professional development?” and “What is the differential impact of each of these components as they are internalized by the mentors?”

A total of 765 mentors completed a questionnaire composed of 47 multiple-choice questions and an open-ended question describing the contribution of mentoring. The survey thus generated both quantitative and qualitative data.

The results show three main components of mentoring that influence mentors' professional development in the following order: personal–emotional, didactic knowledge and systemic–organizational. The findings also illustrate how the mentors used a comparison process to develop their professional perception: first, by comparing their role as a teacher and their role as a mentor, and second, by comparing their own professional identity as a teacher with that of the novice-teacher.

The implications of the study point to the importance of mentoring for mentors' professional development. Practical implications of this study encourage mentor training courses that combine a body of knowledge of theory and practice, as well as supervision and mentoring for mentors. It may be important for mentors to develop a professional identity as mentors that is distinct from their professional identity as teachers.

The implications of the study point to the importance of mentoring for mentors' professional development. Practical implications of this study encourage mentor training courses that combine a body of knowledge of theory and practice, as well as supervision and mentoring for mentors. It may be important for mentors to develop a professional identity as mentors that is distinct from their professional identity as teachers.

The manuscript attempts to explore the dynamic relationships within the mentoring process by investigating how mentoring impacts the development of mentors. It presents insights into the benefits of mentoring novice-teachers for the mentors themselves via analysis of a large-scale, nationwide study.

Negotiations with venture capitalists (VCs) play a crucial role in the entrepreneurial financing process. Habitual entrepreneurs are generally able to secure more venture capital funding and on better deal terms than novices. This study investigates the disparities in negotiation competencies between habitual and novice entrepreneurs during VC funding negotiations.

This study employed a qualitative approach to investigate the variation in negotiation competencies between habitual and novice entrepreneurs, utilizing the negotiation competency model (NCM). The data analysis and interpretation adopted an inductive concept development approach. A total of 21 semi-structured interviews were conducted with seasoned VCs located in Europe, all of whom had actively engaged in funding negotiations with both habitual and novice entrepreneurs.

The findings revealed substantial disparities between novice and habitual entrepreneurs in VC negotiations. Although not all competencies of the NCM exhibited variances, the results indicate three primary dimensions contributing to these differences: expertise, reputation, and negotiation competence.

This study is groundbreaking as it represents one of the earliest empirical investigations into the entrepreneurial negotiation competencies within VC negotiations. The findings endeavor to narrow the gap between novice and habitual entrepreneurs in VC negotiations by pinpointing the distinct variations between these two groups, which hold significant practical implications. Furthermore, this study expands the conceptual framework of the NCM by identifying supplementary competencies within the realm of VC negotiations.

The professional development of novice teachers is receiving increased attention. Although conflict is regarded as an essential factor affecting the effectiveness of the school professional learning community, it is often hidden unspokenly. This study uncovers the conflict experiences of female novice teachers in an Asian cultural context and investigates how such experiences influence their professional development and emotions.

The case study approach was adopted. Four participants were selected according to specific criteria, and two rounds of semi-structured interviews were conducted in five years to identify the conflicting parties, conflict types, coping strategies and resulting impact.

Longitudinal qualitative data have revealed that female novice English language teaching (ELT) teachers mainly reported conflicts with their female colleagues. Goal, task and relationship conflict are the most common types of conflict encountered, while the strategies of avoiding, dominating and obliging are the most popular. This study also discusses the impacts of such conflict experiences.

This study identifies the influence of culture, particularly a culture of high power distance and an emphasis on “precious harmony”, on novice female teachers' conflict coping and offers insights into how conflict can be utilised to enhance novice teachers' professional development in the school professional learning community.

This study examines what constitutes competence and how a novice becoming a competent weaver is enabled by information literacy in the fabric-weavers’ workplace landscape.

Ethnography as a research design was employed using participant observation and semi-structured interviews as the data collection techniques.

Competence constitutes the demonstration of Kente knowledge and mentorship capability enabled by information literacy through access to the on-the-loom and off-the-loom information in the Kente-weaving landscape.

This study explains how the transition from a novice weaver to a competent weaver is underpinned by information literacy.

This is one of the first studies that contribute to the understanding of information literacy in the craft workplace. The study proposes a framework for weavers' information literacy practice.

The purpose of this paper is to investigate and compare what criteria novice and habitual entrepreneurs use while adding members to the founding team.

This paper uses conjoint analysis (CA) to provide the order of preference for the “choice attributes.” The logic of CA is that even if two or more attributes influence the choice, it is unlikely that those attributes will have equal importance for founders with different entrepreneurial experiences.

This paper found a significant difference in the ranking of the attributes by novice and habitual entrepreneurs. In novice entrepreneurs, the effect of direct ties in the form of kinship ties has the highest preference, followed by prior social contact and prior work relations. However, personal friendships and resource dependency received lesser importance than interpersonal attraction because of the similarity in vision, beliefs and values. Habitual entrepreneurs, however, valued resource dependency and prior work relations more than kinship ties. Also, unlike novice entrepreneurs, habitual entrepreneurs sought cofounders from their indirect ties.

There has been an explosion of interest and funding for programs that help entrepreneurs establish a cofounding team. The authors inform these programs related to the decision concerning assisting novice and habitual entrepreneurs.

While prior studies examined a single attribute at a time, the strength of this study lies in simultaneously tapping all attributes, along with multiple indicators for each attribute. Additionally, this study distinguishes the selection criteria of cofounders based on the entrepreneurial expertise of the lead founder.

Seekers who visit professional virtual communities (PVCs) are usually motivated by knowledge-seeking, which is a complex cognitive process. How do seekers search for knowledge, and how is their search linked to prior knowledge or PVC situation factors? From the cognitive process and interactional psychology perspectives, this study investigated the three-way interactions between seekers’ expertise, task complexity, and perceptions of PVC features (i.e. knowledge quality and system quality) on knowledge-seeking strategies and resultant outcomes.

A field experiment was conducted with 119 seekers in a PVC using a 2 × 2 factorial design of seekers’ expertise (i.e. expert versus novice) and task complexity (i.e. low versus high).

The study reveals three significant insights: (1) For a high-complexity task, experts adopt an ask-directed searching strategy compared to novices, whereas novices adopt a browsing strategy; (2) For a high-complexity task, experts who perceive a high system quality are more likely than novices to adopt an ask-directed searching strategy; and (3) Task completion time and task quality are associated with the adoption of ask-directed searching strategies, whereas knowledge seekers’ satisfaction is more associated with the adoption of browsing strategy.

We draw on the perspectives of cognitive process and interactional psychology to explore potential two- and three-way interactions of seekers’ expertise, task complexity, and PVC features on the adoption of knowledge-seeking strategies in a PVC context. Our findings provide deep insights into seekers’ behavior in a PVC, given the popularity of the search for knowledge in PVCs.