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Mentors in Initial Teacher Education: Initiatives for Professional Development
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0003-4500-1165
2018 (English)In: Journal of Arts & Humanities, ISSN 2167-9045, Vol. 7, no 8, p. 11-22Article in journal (Refereed) Published
Abstract [en]

The background to the study is increased demands for skills in mentoring as one possibility to increase quality in ITE. A way to achieve the goal is professional development for mentors, but few studies are carried out to study such courses. As a case study, a formal course for mentors offered at university is presented and critically discussed. The central content in the course was theories about learning and mentoring and formulating an individual practical professional theory (PPT). The content aligns well with earlier research about mentoring and the mentors gave mainly positive comments about the content of the course and the form. What they questioned was the academic level approach when lectures were not relevant and academic writing became a problematic issue. In addition, the pre-requisites for participating in the course varied too much. A proposition is that design of course for mentors needs to have clarity about its aims, form and pre-requisites for participants, not to create expectations among stakeholders, which cannot be fulfilled.

Place, publisher, year, edition, pages
2018. Vol. 7, no 8, p. 11-22
Keywords [en]
Course Design, Initial Teacher Education, Mentors, Professional Development.
National Category
Pedagogy
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-40942OAI: oai:DiVA.org:mdh-40942DiVA, id: diva2:1248506
Available from: 2018-09-16 Created: 2018-09-16 Last updated: 2018-09-18Bibliographically approved

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https://www.theartsjournal.org/index.php/site/article/view/1431

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Niklasson, Laila

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Citation style
  • apa
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  • de-DE
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