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  • 1.
    Andersson, Kristina
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap. Centre for Gender Research, Uppsala University, Uppsala, Sweden.
    Hussenius, Anita
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap. Centre for Gender Research, Uppsala University, Uppsala, Sweden.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Gender theory as a tool for analyzing science teaching2009In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 25, no 2, p. 336-343Article in journal (Refereed)
    Abstract [en]

    This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers' understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory.

  • 2.
    Aspfors, Jessica
    et al.
    Universitetet i Nordland.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Curriculum studies.
    Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis2015In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 48, p. 75-86Article in journal (Refereed)
    Abstract [en]

    The aim of this meta-synthesis is to deepen the understanding and knowledge of qualitative research focusing on education for mentors of newly qualified teachers. Altogether, 10 studies were included and synthesised. Four common themes emerged in the initial analysis: School and mentoring context, Theory and practice, Reflection and critical thinking and Relationships. Furthermore, three overarching dimensions were found as a final synthesis guiding the further development of mentor education: 1) Contextual dimensions, 2) Theoretical-analytical dimensions, and 3) Relational dimensions. The synthesis stresses the importance of a systematic, long-term and research-informed mentor education that develops mentors' (self-)understanding of teaching and mentoring.

  • 3.
    Kemmis, Stephen
    et al.
    Charles Sturt University, Australia.
    Heikkinen, Hannu
    Finnish Institute for Educational Research, University of Jyväskylä, Finland.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Curriculum studies.
    Aspfors, Jessica
    University of Nordland, Norway.
    Edwards-Groves, Christine
    Charles Sturt University, Australia.
    Mentoring of new teachers as a contested practice: supervision, support and collaborative self-development2014In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 43, p. 154-164Article in journal (Refereed)
    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.

  • 4.
    Rytivaara, Anna
    et al.
    University of Tampere, Tampere, Finland.
    Frelin, Anneli
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Committed to trouble: Learning from teachers’ stories of challenging yet rewarding teacher-student relationships2017In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 68, p. 12-20Article in journal (Refereed)
    Abstract [en]

    Teacher-student relationships are vital for student learning, yet they can be experienced as a burden by teachers and cause teacher attrition. This paper is based on the stories of six teachers who gave accounts of relationships with students that, counterintuitively, were both problematic and positive. Narrative analysis was applied to these accounts in order to disentangle the complexities of teaching and better understand what factors led the teachers to find the challenge of difficult teacher-student relationships ultimately rewarding.

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