The post-lesson mentoring conversation on work-integrated learning placements in teacher education is an
opportunity for students to critically reflect on their practice. The potential for this learning to take place is
diminished however, if the mentor is unskilled in the art of leading these conversations. This skill involves creating
a dialogue where the mentee can discuss their practice in relation to learning goals. This study analyzed the
transcripts of 54 post-lesson mentoring conversations. The study found that goals were rarely mentioned when
conversations were closer to monologues than dialogues. If this is representative of the larger sample, then the
mentoring monologue constitutes a waste of the latent learning potential of the post-lesson mentoring
conversation. The implications of the study center on the post-lesson mentoring conversation requiring more
scaffolding in the way of protocols that promote growth through a critical dialogue of the professional learning
goals of the teacher education student