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Discussant in the Symposia "Research on Practices of Teacher Induction Part II"
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik. (Forskargruppen Induction)ORCID-id: 0000-0002-5592-2964
2013 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The symposium consists of two consecutive sessions (Research on Practices of Teacher Induction I and II). In the first paper of the first session (Part I), a theoretical framework was introduced, and the two following papers studied the practices of induction from two different empirical viewpoints. The second session of the symposium (Part II) will introduce three more empirical research projects about teacher induction. The session will continue on the direction which has been indicated in the first part of the symposium, addressing the research ruestion: how are the practices of teacher induction constituted in the three aforementioned dimensions: (1.) physical spacetime, (2.) semantic space and (3.) social space (Kemmis & Grootenboer 2008; Kemmis & Heikkinen 2012). The speakers come from countries with different culture and history, teacher education and induction systems which enriches the quality of information gathered within the symposium. The first presentation from Norway will focus on examining mentors’ pedagogical content knowledge (PCK) which is constituted of content knowledge and pedagogical knowledge. This presentations is focused on the (2.) semantic space of induction. It addresses the meaning-making processes of teachers through asking how mentors themselves define their professional content knowledge. The second paper will introduce an emerging practice of teacher induction, Peer-Group Mentoring model (PGM) which is currently being disseminated throughout Finland. Based an empirical analysis of qualitative and quantitative data, experiences of the national program will be introduced. The third presentation is based on the work of the European PAEDEIA network (Pedagogical Action for a European Dimension in Educators' Induction Approaches) and introduces a comparative research design about three parallel models for induction: one in Finland, one in Turkey and one in Sweden.

sted, utgiver, år, opplag, sider
2013.
Emneord [en]
Induction, learning, mentoring, practice architecture, teacher development
Emneord [sv]
Lärande, mentorskap, introduktion, praktikens arkitektur, professionelll utveckling
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-14032OAI: oai:DiVA.org:hig-14032DiVA, id: diva2:614233
Konferanse
Symposia presented at The European Conference on Educational Research (ECER), 10-13 september 2013, Istanbul, Turkey.
Prosjekter
induction
Merknad

Paper 1: Professional Content Knowledge of Mentoring; paper 2: Practice Architectures of Peer-Group Mentoring; paper 3: Pedagogical Action for a European Dimension in Educators' Induction Approaches (PAEDEIA): DevelopingSupport for New Teachers in Europe

Tilgjengelig fra: 2013-04-03 Laget: 2013-04-03 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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Fransson, Göran

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