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Contested Architectures of Mentoring: Support, Supervision or Collective Self-Development
Åbo Akademi.
Charles Sturt University, Australia.
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences. (Forskargruppen Induction)ORCID iD: 0000-0002-5592-2964
Charles Sturt University, Australia.
2013 (English)Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
2013.
Keyword [sv]
mentoring, practice architecture, teacher, Sweden, Finland, Australia
National Category
Pedagogy Didactics Pedagogical Work Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-14031OAI: oai:DiVA.org:hig-14031DiVA: diva2:614230
Conference
ECER 2013, Creativity and Innovation in Educational Research, 10-13 september 2013, Istanbul, Turkey.
Projects
Induction
Available from: 2013-04-03 Created: 2013-04-03 Last updated: 2016-08-16Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf