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Mentorship in Initial Teacher Training
University of Borås, School of Education and Behavioural Science.
2010 (English)Conference paper, (Refereed)
Abstract [en]

Mentors who can be described as advisers were common in teacher education in the USA in 1980s (Ganser as cited in Lindgren, 2005). They mostly worked with supporting beginning teachers to support during their transition from university to the profession. Mentorship has been reported to be beneficial to the novice teacher in finding identity and roles in the profession by relating practice to theory. It has also been said to contribute to the teachers staying in the profession longer. In the literature, theory and practice relationships in teacher education are contextualized within either practicum or mentorship. The latter, which is the main theme of this study, is reported to have limited literature in Sweden (Lategan, 2002). It is also suggested that mentorship programs have been developed in a different way in different Swedish universities. For example, at the University of Boras, mentorship means an activity related to learning to teach that involves a mentor and a group of mentees (Kihlstorm et. al., 2007). This is a strong point of group mentoring where novices approach the issues in a more varied way with various interpretations of the situations. Mentors meet with student-teachers in the semesters when these students do not extensive teaching in practice schools (Eriksson, 2009). They also work closely with the school teacher but they do not assess their performance. As one of the teacher educator commented, ‘students feel more at ease raising even the most ridiculous issues about teaching during meetings’ (Kizildag, in preparation). The Swedish teacher educations reform from 2001suggested more responsibility from local schools regarding the professional learning of student teachers (Proposition, 1999/2000:135). Therefore, one of the purposes of the current paper is to present how student-teachers communicate theory and practice relations through the mentorship model in Swedish teacher training system compared to the other equivalents in other countries. What framework for learning opportunities about teaching as a profession built during these meetings is one question that will be analysed. The group dynamics, the role of the mentees and the mentor and the relationship between the parts are going to be described with reference to whether they change over time.

Place, publisher, year, edition, pages
2010.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hb:diva-6409Local ID: 2320/6828OAI: oai:DiVA.org:hb-6409DiVA: diva2:887097
Conference
Paper presented at the ECER (The European Conference on Educational Research) conference in Helsinki, August 25 2010
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2016-12-01Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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