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Positive and Negative Facets of Formal Group Mentoring: Preservice Teacher Perspectives
Högskolan i Borås, Institutionen för Pedagogik.
2013 (engelsk)Inngår i: Mentoring & Tutoring, ISSN 1361-1267, E-ISSN 1469-9745, Vol. 21, nr 3, s. 272-291Artikkel i tidsskrift (Fagfellevurdert) Published
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Abstract [en]

The use of mentoring within teacher education has become more common in recent years, however, there still seems to be a lack of research about formal group mentorship models as a pedagogical process. In my study, I presented knowledge about how a formal group mentorship model used during a teacher education program at a Swedish university has affected the student teachers’ professional development. The findings suggest that nearly all the student teachers describe the mentoring group conversations as beneficial as they have contributed to a strengthened socialization, identity and/or teacher role, a possibility to share experiences, hear others perspectives, and get support in the process of linking theoretical educational content and teaching activities. A few students expressed that the mentoring program has not contributed at all to their professional development.

sted, utgiver, år, opplag, sider
Routledge , 2013. Vol. 21, nr 3, s. 272-291
Emneord [en]
Mentorship, formal group mentorship, preservice teacher, teacher education, Mentoring
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
URN: urn:nbn:se:hb:diva-1620DOI: 10.1080/13611267.2013.827834Lokal ID: 2320/12697OAI: oai:DiVA.org:hb-1620DiVA, id: diva2:869689
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Postdocktjänst vid Högskolan i Borås

Tilgjengelig fra: 2015-11-13 Laget: 2015-11-13 Sist oppdatert: 2017-12-11bibliografisk kontrollert

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