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Educational culture and the impact on national mentoring approaches: Comparing issues of trust, research-based development and ideology in a Finnish and Swedish educational context
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik. (Forskargruppen Induction)ORCID-id: 0000-0002-5592-2964
2014 (engelsk)Inngår i: AERA conference, digital database, 2014Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The purpose of this analytical paper is to examine how culturally embedded norms, values, relations and prerequisites operate in the development of a mentoring system. This is done by comparing Sweden’s top-down mandatory one-to-one mentoring approach and evaluation, with Finland’s bottom-up peer-group mentoring approach initiated, piloted and implemented by researchers. The analysis is based on meta-analysis of research, policy documents, written and oral information.

The analysis show that culturally embedded issues, such as a culture of trust, an ideology of distrust, teachers’ and researchers’ positions and the ‘need’ to strengthen cooperation or evaluate teachers in different ways, contribute to the development of peer-group mentoring and one-to-one mentoring with evaluation. 

sted, utgiver, år, opplag, sider
2014.
Emneord [en]
Comparative studies, Culture, Finland, Induction program, Mentoring, policy, Sweden
Emneord [sv]
Komparativa studier, kultur, Finland, Induction, Mentorskap, policy, Sverige
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-15680OAI: oai:DiVA.org:hig-15680DiVA, id: diva2:661518
Konferanse
Paper presented at The American Educational Research Association (AERA) annual meeting, 3-7 April, 2014, Philadelphia, USA.
Prosjekter
Rektors arbete och lämplighetsprövning av nya lärare
Forskningsfinansiär
AFA Insurance, dnr: 120292Tilgjengelig fra: 2013-11-04 Laget: 2013-11-04 Sist oppdatert: 2018-07-03bibliografisk kontrollert

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