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- Brkovic, Irma, 1977, et al.
(författare)
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Determinants of Mentor Teachers´ Self-efficacy Beliefs in Mentoring
- 2024
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Ingår i: NERA Conference, Malmö, 2024. - : The Nordic Educational Research Association.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to investigate individual and contextual factors determining mentor teachers´ self-efficacy (SE) beliefs in their role mentoring role. Teachers´ self-efficacy beliefs have been proven to be a crucial factor for predicting personal and professional outcomes and relate to the effort teachers invest in teaching, resilience in unfavourable circumstances, motivation to leave the profession, health outcomes, and students´ motivation and achievement (Klassen & Tze, 2014, Panadero et al. 2017). SE in mentoring, though little researched, is found to be predictive for mentors´ educator identity, shared educator perspective and job satisfaction (Andreasen, et. al., 2019). However, which determinants contribute to mentors´ higher self-efficacy beliefs remain unclear. Self-efficacy as a concept is derived from Social Cognitive Theory and is defined as “beliefs in one´s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997). In his original work, Bandura argued that self-efficacy beliefs cannot be studied by applying general measures, but that it must be captured within specific areas. Within the framework of Activity Theory (Engeström, 1999) we have developed and applied scales measuring mentor teachers´ perceived challenges stemming from mentoring tasks, perceived areas of professional development resulting from mentoring activities and a scale measuring self-efficacy beliefs in mentoring student teachers. The analyses confirmed a one-dimensional structure of the self-efficacy scale (α > 0.90). The data were collected through an on-line questionnaire. In the first round of data collection 619 mentors working in grades 4-6 within teacher education programs of 20 Swedish higher education institutions (HEIs) participated. Results show that mentor teachers´ self-efficacy beliefs are predicted by both contextual (the amount of mentoring related training, perceived challenges in relation to mentoring) and individual (experience in mentoring, professional development) factors. This research is relevant to all Nordic HEIs who provide initial teacher education, particularly as the role of in-school mentors is increasingly recognised as an important factor in inducting and retaining new teachers (Aspfors & Fransson, 2015; Rinne et al, 2023).
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- Eckersley, Bill, et al.
(författare)
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Professional Experience and Project-Based Learning as Service Learning
- 2018
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Ingår i: Kriewaldt J., Ambrosetti A., Rorrison D., Capeness R. (eds) Educating Future Teachers: Innovative Perspectives in Professional Experience. - Singapore : Springer. - 9789811054839
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Bokkapitel (refereegranskat)abstract
- Professional experience is an essential component of initial teacher education. It provides preservice teachers with opportunities to develop their knowledge and skills in learning and teaching in school and early childhood settings. It engages preservice teachers in real situations that facilitate authentic learning typically supported by mentor teachers. These situated learning experiences enable undergraduate and postgraduate preservice teachers to develop skills and practices that meet national standards. In addition to more traditional professional experiences, some universities have developed school-university partnerships that engage their preservice teachers in professional experiences based on project-based learning. Three university partnership collaborations with schools (mostly located in low socio-economic status (SES) communities) are discussed in this paper in which curriculum-based ‘learning by doing’ (Dewey, 1897) projects are a priority. Projects typically identified by school partners and linked to school strategic plans and priorities involve preservice teachers forming small professional learning teams (that include university and school-based educators and teachers as researchers) who facilitate the planning, management and reporting of a project. These project-based learning tasks are facilitated and aligned to the traditional professional experience and often involves work-integrated learning and development of twenty-first-century project management skills: teamwork, leadership, negotiation, evaluation, collaboration, entrepreneurship and project management and research skills. In the three cases reported here, there is a focus on addressing social and educational inequality through the programs.
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- Garvis, Susanne, 1981, et al.
(författare)
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Gifted and Talented Aboriginal Students in Australia
- 2021
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Ingår i: Handbook of Giftedness and Talent Development in the Asia-Pacific. Smith, Susen R. (red.). - Singapore : Springer. - 9789811330407
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Bokkapitel (refereegranskat)abstract
- In Australia, gifted and talented Aboriginal students have been identified as the most educationally disadvantaged group in the education system. Suitable provision and the accommodation for inclusion of gifted Aboriginal students are needed across all states and territories in Australia, with appropriate identification and gifted programs. In this chapter we provide an overview of Australian research and critique policies and practices from states and territories across Australia. We start with the assumption that giftedness in aboriginal people ‘is realized and must be supported in the contexts of collective action in which it emerges’ (Christie, High Abil Stud 23:39–41, 2012). These contexts integrate critical thinking and cultural values in decision-making and are based on a whole-system view of knowledge. We also acknowledge the importance of working with Aboriginal communities in local contexts to create understandings of knowledge specific to cultures. We conclude that authorities and government agencies work to ensure that the practices around Australian schooling enhance rather than undermine the always ongoing traditional collective practices of remaking strong Aboriginal culture. This starts with a long overdue and fundamental change to the provision of education for gifted and talented Aboriginal students. In our final thoughts, we suggest five steps forward for authorities and agencies to support gifted and talented Aboriginal students.
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- Henning Loeb, Ingrid, 1962, et al.
(författare)
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Online-and-alone (och ofta i sängen) – Elevers berättelser om gymnasietidens sista månader våren 2020.
- 2020
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Ingår i: Paideia. - 1904-9633. ; 20, s. 39-52
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Tidskriftsartikel (refereegranskat)abstract
- Abstrakt: Artikeln belyser utbildningsvillkoren för de svenska gymnasieungdomar som våren 2020 fick genomföra sina sista månader i gymnasiet som distansstudier när skolorna hade stängts efter utbrottet av Covid 19. Studien genomfördes genom insamlande av skrivna berättelser samt genom en webbenkät med frisvar under ungdomarnas sista tid i gymnasiet och genererade redogörelser från 87 elever i olika regioner i Sverige, såväl från elever inom högskoleförberedande program och inom yrkesprogram. Syftet med studien var att med elevperspektiv som utgångspunkt belysa hur utbildningen förändrades och genomfördes, och med hjälp av elevers utsagor och berättelser om sin vardag och oro också få en djupare förståelse för deras situation under denna period. Två teoretiska ramverk har använts för att analysera studiens resultat: teorin om praktikarkitekturer samt Illeris teori om lärandets dimensioner. Artikelns struktur bygger på resultat och analys utifrån följande frågor: •Hur ser en typisk skoldag ut för dig under vt 2020? •Vilken är det svåraste delen för dig att hantera under en typisk skoldag? Vilken är den lättaste? •Hur har dina lärare och din skola hjälpt eller stöttat dig i dina studier? •Har dina samtalsämnen med dina vänner ändrats under denna period när ni inte har varit i skolan? På vilket sätt? •Vad har din största oro varit under denna tid som är? I artikeln finns många citat för att synliggöra innebördsrikedom. Citaten är på svenska och på engelska, eftersom eleverna hade möjlighet att skriva på dessa två språk. Utsagorna ger starka bilder och fördjupade inblickar av hur många kämpar med nedstämdhet, oro och stress och hur de kämpar med att handskas med sina studier och sina ambitioner om studieresultat ”alone-and-online” – och ofta i sängen. När utbildningen omorganiseras till distansstudier blir uppgifter och eget ansvar centralt. Emedan en del beskriver hur lärarna försöker hjälpa dem, framkommer också hur den omedelbara möjligheten till respons inte finns där och hur det påverkar deras möjligheter till lärande. Det finns också exempel på elever som inte fått svar på frågor som de ställt till lärare. Här framskymtar olika aspekter av maktlöshet. De flesta uttrycker också hur de saknar sina klasskamrater, något som de kanske inte förut värderat på samma sätt, då de tagit den för given, och värderar kamraternas betydelse för sitt lärande och lärandets drivkrafter. De inblickar vi får från dessa elever ser vi som särskilt angeläget för lärare och lärarutbildare att beakta, för att skapa motiverande former av lärande, vid distansutbildning men också i skolförlagd undervisning.
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- Hipkiss, Anna Maria, et al.
(författare)
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Mentoring student teachers – a reflection of what you know or who you are.
- 2024
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Ingår i: Nordic Educational Research Association, NERA.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This is a quantitative study of how mentor teachers view their task as mentors. The study investigates to which extent mentor teachers value different mentor characteristics or qualities in their role as mentors, for example the importance of being a role model or having certain knowledge that set student teachers on the path to their future teaching adventures. This presentation draws on concepts from Legitimation Code Theory (LCT- Maton, 2014). LCT is concerned with how mentor teachers respond to the relations between who one is (for example being a role model) and what one knows (for example having certain knowledge) might give insights into the dichotomy of tacit and explicit knowledge (or knowledge for-in-on practice). Using LCT we aim to identify what the dominant understandings of what mentoring involves in two ways. What do mentors value more legitimate knowledge and epistemic relations (ER); or being a legitimate knower and social relations (SR), aka someone who can play “the rules of the game” (Clarence, 2021:30; Maton, 2014:17). Data was collected through a nationwide distributed questionnaire sent out to mentor teachers for the teacher education programs at the primary school level (Grundlärarprogrammet 4-6) in the winter of 2022 and 2023. In the first round, a total of 619 responses were collected asking for mentor teachers’ experiences of the mentoring task. In this presentation, eight survey questions were selected, in collaboration with a panel of LCT scholars, for further analyses using the dimension of Specialization. In the ongoing analyses we identify to which degree mentors “value” specialized knowledge related to the mentoring task (epistemic relations), and to which degree they value dispositions and attributes (social relations) and if there are distinctions to be made between different teacher categories. Preliminary results indicate that while mentors value having the right knowledge and being the right knower, slightly more mentors (67%) value being the right knower over having the right knowledge (50.7%). These differences are slight, but it is anticipated that further analyses will highlight whether the differences can be related to, for example, years of experience or type of teacher education which in turn can provide useful knowledge for designing mentor training provided at universities. References Clarence, S., (2021). Turning access into success. Improving University Education with Legitimation Code Theory. Routledge. Ellery, K., (2021) Widening access in science: Developing both knowledge and knowers. In: Maton, K., Martin, J.R. and Doran, Y.J. (Eds). Teaching Science: Knowledge, Language, Pedagogy. Routledge Maton, K., (2014). Knowledge and knowers. Towards a realist sociology of education. Routledge.
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