| 1. |
- Jokinen, H., et al.
(författare)
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The induction phase as a critical transition for newly qualified teachers
- 2012. - 1
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Ingår i: Transitions and Transformations in Learning and Education. - Dordrecht : Springer Netherlands. - 9789400723122 - 9789400723115 ; , s. 169-185
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter addresses the issue of becoming a teacher, with the induction phase as a critical transition from initial teacher education to the lifelong professional learning of teachers, and mentoring as a tool of support. It presents newly qualified teachers’ views on initial teacher education and discusses the need for fostering the connection between teacher training and the induction year. New teachers’ views on teacher induction and mentoring are based on research findings in Finland and other Nordic countries. Another important question addresses how initial teacher education can facilitate the metamorphosis of a student teacher into an autonomous teacher. The new teachers’ experiences of mentoring have been highly positive, and they wished to see it made a standard practice. The mentoring meetings have served them as a useful interaction that supported them in their work and enabled them to learn from each other and from an experienced mentor. The mentees considered mentoring a highly important tool for inducting new teachers and fostering their professional growth. The results suggest that all new teachers should have access to either team-based or individual mentoring over the course of one or two school years.
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| 2. |
- Mahon, Kathleen, 1966-, et al.
(författare)
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Critical educational praxis in university ecosystems: Enablers and constraints.
- 2018
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Ingår i: Pedagogy, Culture & Society. - : Informa UK Limited. - 1468-1366 .- 1747-5104.
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Tidskriftsartikel (refereegranskat)abstract
- Universities serve several important functions in society today through research, education, and community engagement, not least helping people to live meaningfully in society, and helping to create a world worth living in. A kind of practice that seems particularly important in fulfilling such responsibilities is critical educational praxis, a social-justice oriented, educational practice/praxis, with a focus on asking critical questions and creating conditions for positive change. Yet, the contemporary university is not exactly a niche for critical educational praxis. There are many practices and arrangements within higher education that make the enactment of critical educational praxis very challenging. This paper explores this concern by explicating the notion of critical educational praxis and examining enablers and constraints for critical educational praxis drawing on an empirical study conducted in one university setting. Our aim in doing so is to prompt consideration of the kind of university ecosystems currently being created, and the implications of this for academic communities and society.
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