| 1. |
- Aspfors, Jessica, et al.
(författare)
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A metasynthesis of research on mentor education : three emerging dimensions
- 2015
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Konferensbidrag (refereegranskat)abstract
- The aim of this meta-synthesis is to deepen the understanding and knowledge of research focusing on education for mentors of newly qualified teachers (NQTs). Altogether, 10 studies met the criteria for full inclusion and were synthesised. Three overarching dimensions were found as a final synthesis guiding the further development of mentor education: 1) Contextual dimensions, 2) Theoretical-analytical dimensions, and 3) Relational dimensions. The synthesis stresses the importance of a systematic, long-term and research-based mentor education that develops mentors’ (self-)understanding of teaching and mentoring, i.e. is well integrated in the educational context, has a balance of theoretical and practical components, includes rich possibilities for interaction and reflection and prepares for an evidence-informed mentoring.A REVISED AND EXTENDED VERSION OF THIS PAPER HAS LATER BEEN PUBLISHED AS OPEN ACCESS, SEE: http://www.sciencedirect.com/science/article/pii/S0742051X1500030X
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| 2. |
- Aspfors, Jessica, et al.
(författare)
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Att kvalificera sig till mentor – perspektiv på kompetensbehov och utbildning av mentorer för nya lärare
- 2015
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Ingår i: Psykologi i kommunen. - 1892-3364. ; 50:2, s. 17-27
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Tidskriftsartikel (refereegranskat)abstract
- Under senare år har allt mer fokus och resurser riktats mot lärares kompetensutveckling. Ett område för satsningar har bl.a. varit mentorskap. Mycket har skrivits om mentorskap generellt och om nya lärare och deras behov speciellt, men vad vet vi om mentorers kompetensutveckling och lärande? Vilka kompetenser behövs och hur påverkar det utbildning av veiledere/mentorer? I denna artikel sätter vi fokus på kvalificering av mentorer för nya lärare och på den kompetens de kan behöva för att på ett medvetet och framgångsrikt sätt vara mentor för nya lärare. Vi kommer att diskuter vilka kompetenser mentorer kan behöva och hur det i sin tur kan påverka utbildning av veileder/mentorer – såväl till innehåll som till form. Vi kommer inte att gå närmare in på frågan i vilken mån mentorskap är positivt eller inte för nya lärare, eftersom vår bedömning är att det finns mycket forskning som på ett övertygande sätt visar på dess positiva effekter (se t.ex. Bjerkholt, 2012; Dahl et al., 2006; Ingersoll & Strong, 2011; Waterman & He, 2011), även om vissa frågetecken kan resas kring dess räckvidd, exempelvis för skolutveckling (Dahl et al., 2006). Vi tar utgångspunkt i den internationella forskningen på området men ger också konkreta exempel från ett nordiskt perspektiv, i synnerhet från Sverige och Finland. Vi inleder med en bakgrundsteckning kring vad tidigare forskning på området lyfter fram om mentorers professionella utveckling och lärande till att bli mentor.
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| 3. |
- Aspfors, Jessica, et al.
(författare)
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Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden.
- 2010
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Ingår i: The conference Promoting Learning and Well-Being of Students and teacher at University of Jyväskylä, Finland, 7-9 June 2010..
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Konferensbidrag (refereegranskat)abstract
- Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden JESSICA ASPFORS, Faculty of Education, Åbo Akademi University, Finland GÖRAN FRANSON, Faculty of Education and Business Studie, University of Gävle, Sweden HANNU L. T. HEIKKINEN, Finnish Institute for Educational Research, University of Jyväskylä, Finland In this presentation, some tensional trends within mentoring, which we call a contradiction between collaboration and assessment, will be addressed. The aim is threefold: firstly to describe and compare the development of mentoring programs in Finland and Sweden at a system level, secondly to illustrate how the various mentoring systems have been experienced by the persons involved and thirdly to discuss the political and ideological circumstances and the possible effects of these solutions. The study is based on empirical data from the Finnish and Swedish contexts, both on the level of mentors’ and NQTs’ experiences, based on interviews and/or focus group discussions and on the national policy level, based on policy documents on teacher education and, in the Swedish part, the responses of teacher educators to them. The tentative result indicates profound differences between the two national initiatives of mentoring in Finland and Sweden. The mentoring process in Finland, peer group mentoring, is clearly based on social constructivist assumptions on knowledge and learning. The integration of formal, informal and nonformal learning as well as the equality and professional autonomy as persons and professionals is central. The proposed system of a mandatory induction system in Sweden is, however, very different with mentoring, probation year, registration of teachers and possible assessment of NQTs as central components. In the presentation these issues will be discussed upon in terms of teachers’ continuing professional learning and development.
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| 4. |
- Aspfors, Jessica, et al.
(författare)
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Contested Architectures of Mentoring : Support, Supervision or Collective Self-Development
- 2013
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Konferensbidrag (refereegranskat)abstract
- In this paper, we describe contested practices of mentoring within and between Australia, Finland and Sweden. Our study is based on national policy documents and empirical data from participants involved in mentoring. The theoretical framework will build on practice theory (Kemmis & Grootenboer, 2008; Kemmis & Heikkinen 2012). The aim is to demonstrate three archetypes persisting in literature and practices: mentoring as supervision, support and collective self-development. In Australia, we find the three kinds of mentoring jostling with one another. In Finland, the perspective of collective self-development is emphasized. In Sweden, the traditional model of mentoring (support) has been typical since 1995, with a current reform of teacher induction which turns mentoring more into supervision.Our paper will show (1) that the meanings of 'mentoring' are contested within and between the countries involved; (2) that the three forms of mentoring identified represent three different projects: (a) assisting newly qualified teachers (NQTs) to pass through probation or (b) traditional mentoring of NQTs by more experienced teachers or (c) peer-group mentoring (PGM); and (3) that these three projects, that could be simultaneously present, also involve and imply quite different practice architectures in the form of different materialeconomic, social-political and cultural-discursive arrangements.
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| 5. |
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| 6. |
- Aspfors, Jessica, et al.
(författare)
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Mentoring as Dialogue, Collaboration and/or Assessment?
- 2012
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Ingår i: Transitions and Transformations in Learning and Education. - Dordrecht : Springer Berlin/Heidelberg. - 9789400723115 - 9789400723122 ; , s. 271-290
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Bokkapitel (refereegranskat)abstract
- In this chapter, some tensional trends within mentoring, which we call a contradiction between collaboration and assessment, are addressed. The aim is threefold: First, to describe and compare the development of mentoring programmes in Finland and Sweden at the system level; second, to illustrate how the various mentoring systems have been experienced by the persons involved; and third, to discuss the political and ideological circumstances and the possible effects of these solutions. The study is based on empirical data gathered in Finland and Sweden and examines the experiences of mentors and newly qualified teachers (NQTs) as well as the relevant national policies. The findings indicate profound differences between the two national initiatives of mentoring in Finland and Sweden. The mentoring process in Finland, using peer group mentoring, is based on social constructivistic assumptions regarding knowledge and learning. The integration of formal, informal and non-formal learning, as well as the equality and professional autonomy as a person and as a professional, is central. The system of mandatory induction in Sweden is very different, with mentoring, a probation year and the registration of teachers being central components. In such a system, the mentors' role of avoiding direct or indirect involvement in the assessment may become more challenging.
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| 7. |
- Aspfors, Jessica, et al.
(författare)
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Research on mentor education for mentors of newly qualified teachers : A qualitative meta-synthesis
- 2015
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Ingår i: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 48, s. 75-86
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this meta-synthesis is to deepen the understanding and knowledge of qualitative research focusing on education for mentors of newly qualified teachers. Altogether, 10 studies were included and synthesised. Four common themes emerged in the initial analysis: School and mentoring context, Theory and practice, Reflection and critical thinking and Relationships. Furthermore, three overarching dimensions were found as a final synthesis guiding the further development of mentor education: 1) Contextual dimensions, 2) Theoretical-analytical dimensions, and 3) Relational dimensions. The synthesis stresses the importance of a systematic, long-term and research-informed mentor education that develops mentors' (self-)understanding of teaching and mentoring.
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| 8. |
- Fransson, Göran, 1968-, et al.
(författare)
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Research on mentor education : an overview and meta-synthesis
- 2014
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Konferensbidrag (refereegranskat)abstract
- Mentors are a common way worldwide to support newly qualified teachers (NQTs), but mentor education seems to have been scantily dealt with in research (Waterman & He, 2011). In order to receive an overview of the research field, the aim of this paper is to report a meta-synthesis (Sandelowski & Barroso, 2007) on research focusing mentor education for newly qualified teachers (NQTs). Systematic reviews were conducted focusing on “mentor“ education” OR “mentor“ training”; in: (a) databases concerning peer-reviewed articles (b) on-line programs for the 2011-2013 annual conferences of AERA, EERA and AARE; and (c) four peer-reviewed journals.The review showed that most research – giving recommendations for mentor education and the knowledge and skills mentors need – actually are focusing varying aspects of mentoring, not the mentor education. Thus, a very small number of research focus on the actual mentor education for NQTs; only six articles met the criteria for full inclusion in this meta-synthesis. Mentor education could be identified as formal courses; as action research projects or as more individualized initiatives for reflection and professional development via coaching of the mentor. Four of the six studies follow the teaching/learning process during the mentoring education and in all studies multiple methods are used.
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| 9. |
- Hansén, Sven-Erik, et al.
(författare)
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Tension patterns in Finnish teacher education : Recruitment, reform and relevance
- 2023
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Ingår i: <em>Teacher education in the Nordic region</em>. <em>Challenges and opportunities</em>. - Cham : Springer. - 9783031260506 ; , s. 159-174
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Bokkapitel (refereegranskat)abstract
- In this chapter, tension patterns and development opportunities withinFinnish teacher education are examined. We have chosen to focus the analysis onthe recruitment of student teachers, the relationship between theory and practice andmentorship for newly qualified teachers. Tension patterns and development oppor-tunities appear in all three phases, linking the content and form of teacher education.The analysis examines the overarching idea behind a recently introduced recruit-ment reform that was developed to let interviews play a larger role in the process.This was developed to address a situation in which an applicant applies to severaluniversities or programmes, but is interviewed only once. The relationship betweentheory and practice in teacher education remains problematic, despite the practiceschools’ favourable organizational conditions. New teachers still face challengeswhen entering the profession; mentoring programmes have been introduced toreduce these tensions.Like some other provinces in the Nordic countries, the self-governing ÅlandIslands have their own school system, which has both Finnish and Swedish traits, aswell as similar kinds of tensions. Despite the presented tensions, research-based teacher education continues to be an appropriate foundation for the continuingdevelopment of Finnish teacher education.
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| 10. |
- Kemmis, Stephen, et al.
(författare)
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Mentoring of new teachers as a contested practice : supervision, support and collaborative self-development
- 2014
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Ingår i: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 43, s. 154-164
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Tidskriftsartikel (refereegranskat)abstract
- This article examines contested practices of mentoring of newly qualified teachers within and between Australia, Finland and Sweden. Drawing on empirical material collected in a variety of studies, we demonstrate three archetypes of mentoring: supervision, support and collaborative selfdevelopment.Using the theory of practice architectures, we show (1) that the three forms of mentoring identified represent three different projects: (a) assisting new teachers to pass through probation, (b) traditional mentoring as support or (c) peer-group mentoring; and (2) that these three projects, also involve and imply quite different practice architectures in the form of different material-economic, social-political and cultural-discursive arrangements.
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