The practice of peer group mentoring. Traces of global changes and regional traditions

• The authors of this chapter share a research interest in teachers’ continuing professional development (CPD). They are both active as teachers in university courses and they participate in various collaborative research projects within schools. The chapter draws on such a collaboration with a Swedish secondary school, involving a teacher team encouraged by the principal to participate in peer group mentoring (PGM), which can been seen as a specific kind of continuing professional development. In this CPD the teachers used a constrained and well-structured nine-step model of PGM. The purpose of the mentoring project was to share teaching experiences so as to enhance professional and pedagogical development, with the aim of improving the teaching of a “new multicultural student group” that recently had started at the school. One of the authors, Lill Langelotz, followed this mentoring process over two years. In this chapter this process will be examined in relation to the Nordic tradition of folk enlightment (folkbildning), with a point of departure in the Swedish tradition of adult education through study circles.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

practice architectures

professional developement

Pedagogiskt arbete

Teacher Education and Education Work

Lärarutbildning och pedagogisk yrkesverksamhet

Publikations- och innehållstyp

ref (ämneskategori)

kap (ämneskategori)