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Positive and Negative Facets of Formal Group Mentoring: Preservice Teacher Perspectives
University of Borås, School of Education and Behavioural Science.
2013 (English)In: Mentoring & Tutoring, ISSN 1361-1267, E-ISSN 1469-9745, Vol. 21, no 3, 272-291 p.Article in journal (Refereed)
Sustainable development
The content falls within the scope of Sustainable Development
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.

Place, publisher, year, edition, pages
Routledge , 2013. Vol. 21, no 3, 272-291 p.
Keyword [en]
Mentorship, formal group mentorship, preservice teacher, teacher education, Mentoring
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-1620DOI: 10.1080/13611267.2013.827834Local ID: 2320/12697OAI: oai:DiVA.org:hb-1620DiVA: diva2:869689
Note

Sponsorship:

Postdocktjänst vid Högskolan i Borås

Available from: 2015-11-13 Created: 2015-11-13

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  • apa
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