6533b85efe1ef96bd12bfd3b
RESEARCH PRODUCT
Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development
Christine Edwards-grovesGöran FranssonJessica AspforsHannu L. T. HeikkinenStephen Kemmissubject
Practice theoryComputingMilieux_THECOMPUTINGPROFESSIONbusiness.industryNewly qualifiedProfessional developmentEducationVariety (cybernetics)Personal developmentComputingMilieux_GENERALTeacher inductionPedagogyComputingMilieux_COMPUTERSANDEDUCATIONta516SociologyEmpirical evidencebusinessArchetypedescription
Abstract This article examines contested practices of mentoring of newly qualified teachers within and between Australia (New South Wales), Finland and Sweden. Drawing on empirical evidence from a variety of studies, we demonstrate three archetypes of mentoring: supervision, support and collaborative self-development. Using the theory of practice architectures, we show that (1) these three forms of mentoring represent three different projects: (a) assisting new teachers to pass through probation, (b) traditional mentoring as support, and (c) peer-group mentoring; and (2) these different projects involve and imply quite different practice architectures in the form of different material-economic, social-political and cultural-discursive arrangements.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2014-10-01 | Teaching and Teacher Education |