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Teachers’ peer group mentoring: Nine steps to heaven?
University of Borås, Centrum för lärande och undervisning.
2013 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 2, 375-394 p.Article in journal (Refereed)
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.

Place, publisher, year, edition, pages
School of Education, Umeå Universitet , 2013. Vol. 4, no 2, 375-394 p.
Keyword [en]
teaching team facilitation, profesional learning communities, peer group mentoring, power relations, Foucault
Keyword [sv]
Pedagogiskt arbete
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-1856Local ID: 2320/13678OAI: oai:DiVA.org:hb-1856DiVA: diva2:869934
Available from: 2015-11-13 Created: 2015-11-13

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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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Citation style
  • apa
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  • vancouver
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  • de-DE
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