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Mentoring of new teachers as a contested practice: supervision, support and collaborative self-development
Charles Sturt University, Australia.
Finnish Institute for Educational Research, University of Jyväskylä, Finland.
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik. (Induction)ORCID-id: 0000-0002-5592-2964
University of Nordland, Norway.
Vise andre og tillknytning
2014 (engelsk)Inngår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 43, s. 154-164Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article examines contested practices of mentoring of newly qualified teachers within and between Australia, Finland and Sweden. Drawing on empirical material collected in a variety of studies, we demonstrate three archetypes of mentoring: supervision, support and collaborative selfdevelopment.

Using the theory of practice architectures, we show (1) that the three forms of mentoring identified represent three different projects: (a) assisting new teachers to pass through probation, (b) traditional mentoring as support or (c) peer-group mentoring; and (2) that these three projects, also involve and imply quite different practice architectures in the form of different material-economic, social-political and cultural-discursive arrangements.

sted, utgiver, år, opplag, sider
2014. Vol. 43, s. 154-164
Emneord [en]
Mentoring; newly qualified teachers; practice architectures; practice theory; professional development; teacher induction;
Emneord [sv]
Mentorskap, induction, nyutbildade lärare, praktikens teori, professionell utveckling
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-17270DOI: 10.1016/j.tate.2014.07.001ISI: 000341481200015Scopus ID: 2-s2.0-84905261347OAI: oai:DiVA.org:hig-17270DiVA, id: diva2:733079
Prosjekter
InductionTilgjengelig fra: 2014-07-07 Laget: 2014-07-07 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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