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Contested Architectures of Mentoring: Support, Supervision or Collective Self-Development
Åbo Akademi.
Charles Sturt University, Australia.
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik. (Forskargruppen Induction)ORCID-id: 0000-0002-5592-2964
Charles Sturt University, Australia.
2013 (Engelska)Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

In this paper, we describe contested practices of mentoring within and between Australia, Finland and Sweden. Our study is based on national policy documents and empirical data from participants involved in mentoring. The theoretical framework will build on practice theory (Kemmis & Grootenboer, 2008; Kemmis & Heikkinen 2012). The aim is to demonstrate three archetypes persisting in literature and practices: mentoring as supervision, support and collective self-development. In Australia, we find the three kinds of mentoring jostling with one another. In Finland, the perspective of collective self-development is emphasized. In Sweden, the traditional model of mentoring (support) has been typical since 1995, with a current reform of teacher induction which turns mentoring more into supervision.

Our paper will show (1) that the meanings of 'mentoring' are contested within and between the countries involved; (2) that the three forms of mentoring identified represent three different projects: (a) assisting newly qualified teachers (NQTs) to pass through probation or (b) traditional mentoring of NQTs by more experienced teachers or (c) peer-group mentoring (PGM); and (3) that these three projects, that could be simultaneously present, also involve and imply quite different practice architectures in the form of different materialeconomic, social-political and cultural-discursive arrangements.

Ort, förlag, år, upplaga, sidor
2013.
Nyckelord [sv]
mentoring, practice architecture, teacher, Sweden, Finland, Australia
Nationell ämneskategori
Pedagogik Didaktik Pedagogiskt arbete Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:hig:diva-14031OAI: oai:DiVA.org:hig-14031DiVA, id: diva2:614230
Konferens
ECER 2013, Creativity and Innovation in Educational Research, 10-13 september 2013, Istanbul, Turkey.
Projekt
InductionTillgänglig från: 2013-04-03 Skapad: 2013-04-03 Senast uppdaterad: 2018-03-13Bibliografiskt granskad

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Fransson, Göran

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Totalt: 474 träffar
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