The practice of Peer Group Mentoring – traces of global changes and regional traditions

• (How) is it possible to make professional learning communities compulsory? (How) can teachers be forced to become ‘better professionals’? Framed by postmodern assumptions, an overall aim of this study is to understand and interpret why a constrained model of peer group mentoring (PGM) was successfully used, in a Swedish teacher team, as a tool for professional development. Framed by Kemmis & Grootenboers theory of Practice Architecture and Foucault’s notion of power, the result show traces both from a regional perspective in form of a Nordic educational tradition such as adult liberal education and global changes and local policies had an impact on the PGM practice.

Ämnesord

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

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

Nyckelord

peer group mentoring

practice architecture

power

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)