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- Kizildag, Ayse, et al.
(författare)
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Empowering Teacher Students for Diversity in Schools : Mentorship Model as a Mediator in Sweden.
- 2013
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Ingår i: Cultural and Social Diversity and the Transition form Education to Work. - : Springer. - 9789400751071 ; , s. 145-162
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Bokkapitel (refereegranskat)abstract
- Swedish society has become more socially diverse in terms of ethnic background and cultural differences. In response to this fact, it is emphasised that teachers should have the skills to develop a culturally responsive pedagogy. The study described in this chapter focuses on how the mentorship model which is a part of the teacher training programme at one university supports teacher students in their efforts to develop this competence. The mentorship model is an attempt to ease teacher students’ efforts to develop professional knowledge and their transition from becoming a teacher to working as one. The present study focuses on how the mentorship model achieves its aim by promoting the teacher students’ professional reflection and preparation about culturally diverse school settings.
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- Kizildag, Ayse
(författare)
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Mentorship in Initial Teacher Training
- 2010
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Konferensbidrag (refereegranskat)abstract
- Mentors who can be described as advisers were common in teacher education in the USA in 1980s (Ganser as cited in Lindgren, 2005). They mostly worked with supporting beginning teachers to support during their transition from university to the profession. Mentorship has been reported to be beneficial to the novice teacher in finding identity and roles in the profession by relating practice to theory. It has also been said to contribute to the teachers staying in the profession longer. In the literature, theory and practice relationships in teacher education are contextualized within either practicum or mentorship. The latter, which is the main theme of this study, is reported to have limited literature in Sweden (Lategan, 2002). It is also suggested that mentorship programs have been developed in a different way in different Swedish universities. For example, at the University of Boras, mentorship means an activity related to learning to teach that involves a mentor and a group of mentees (Kihlstorm et. al., 2007). This is a strong point of group mentoring where novices approach the issues in a more varied way with various interpretations of the situations. Mentors meet with student-teachers in the semesters when these students do not extensive teaching in practice schools (Eriksson, 2009). They also work closely with the school teacher but they do not assess their performance. As one of the teacher educator commented, ‘students feel more at ease raising even the most ridiculous issues about teaching during meetings’ (Kizildag, in preparation). The Swedish teacher educations reform from 2001suggested more responsibility from local schools regarding the professional learning of student teachers (Proposition, 1999/2000:135). Therefore, one of the purposes of the current paper is to present how student-teachers communicate theory and practice relations through the mentorship model in Swedish teacher training system compared to the other equivalents in other countries. What framework for learning opportunities about teaching as a profession built during these meetings is one question that will be analysed. The group dynamics, the role of the mentees and the mentor and the relationship between the parts are going to be described with reference to whether they change over time.
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