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Teachers’ peer group mentoring: Nine steps to heaven?
Högskolan i Borås, Centrum för lärande och undervisning.
2013 (Engelska)Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, nr 2, s. 375-394Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Various kinds of mentoring processes to enhance teachers’ collective learning and professional development have become popular. Collective learning and collective practice development within professions may be approached as an integral part of ‘professional learning communities’. Research emphasizes that learning communities cannot be commanded into existence and it requires voluntary participation. It is implicit that the participating teachers are open-minded and willing to share their teaching experiences. Yet in this article the situation is different. The article draws on a three-year-long case study in a Swedish secondary school involving one teacher team ‘forced’ to participate in peer group mentoring. The project aimed at developing teaching team facilitation using a nine-step model of peer group mentoring (PGM). Framed by Michel Foucault’s notion of power, the analysis shows that the disciplining practice of PGM generated new and complex processes. These processes can be described as disciplining, democratizing and developing for both the individual and the teacher team.

Ort, förlag, år, upplaga, sidor
School of Education, Umeå Universitet , 2013. Vol. 4, nr 2, s. 375-394
Nyckelord [en]
teaching team facilitation, profesional learning communities, peer group mentoring, power relations, Foucault
Nyckelord [sv]
Pedagogiskt arbete
Nationell ämneskategori
Pedagogik
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
URN: urn:nbn:se:hb:diva-1856Lokalt ID: 2320/13678OAI: oai:DiVA.org:hb-1856DiVA, id: diva2:869934
Tillgänglig från: 2015-11-13 Skapad: 2015-11-13 Senast uppdaterad: 2017-12-02Bibliografiskt granskad

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http://www.lh.umu.se/digitalAssets/122/122872_teachers_peer_group_eduinq_vol4_no2_june13_375-394.pdf

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