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Conceptual and contextual confusion? Making Sense of the Concept of “Mentoring” and the Accurate “Context”
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. (IT i Lärande)ORCID-id: 0000-0002-5592-2964
2018 (engelsk)Inngår i: AERA-conference-deposit, 2018Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Mentoring is a global phenomenon. Even though the concept of ‘mentoring’ exists in different national and cultural contexts, and is performed in a variety of ways, it is nevertheless a contested practice (Kemmis et al., 2014). The incoherent way of naming, framing and defining ‘mentoring’ has been discussed in the literature, in that different concepts, such as mentoring, coaching, supervision etc., have been used to describe the same phenomenon (cf. Gold, 1996; Sundli, 2007; Mullen, 2012).

The purpose of this conceptual paper is to problematise how the concept of ‘mentoring’ is used in the literature to address the ‘phenomenon of mentoring’. I first discuss how the concept of mentoring can be used in different contexts and then conduct an in-depth analysis of how the results from one specific article (Aspfors & Fransson, 2015) are used by others. More precisely, I analyse how this article is cited and quoted by other scholars.

sted, utgiver, år, opplag, sider
2018.
Emneord [en]
Teacher induction, mentoring, scientific rigour
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-26813OAI: oai:DiVA.org:hig-26813DiVA, id: diva2:1214084
Konferanse
The American Educational Research Association (AERA) annual meeting, 13-18 April, 2018, New York, USA.
Prosjekter
InductionTilgjengelig fra: 2018-06-05 Laget: 2018-06-05 Sist oppdatert: 2018-06-18bibliografisk kontrollert

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Fransson, Göran

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