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Work-based learning...
Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges
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- Lindqvist, Henrik, 1978- (författare)
- Linköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap
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- Weurlander, Maria, 1969- (författare)
- Stockholms universitet,Institutionen för pedagogik och didaktik,Department of Education, Stockholm University, Stockholm, Sweden
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- Barman, Linda, 1972- (författare)
- Karolinska Institutet,KTH,Lärande i Stem,Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden
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- Wernerson, Annika (författare)
- Karolinska Institutet
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- Thornberg, Robert, 1968- (författare)
- Linköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap
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(creator_code:org_t)
- Informa UK Limited, 2023
- 2023
- Engelska.
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Ingår i: Educational research (Windsor. Print). - : Informa UK Limited. - 0013-1881 .- 1469-5847. ; 65:3, s. 392-407
- Relaterad länk:
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https://doi.org/10.1...
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https://liu.diva-por... (primary) (Raw object)
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https://urn.kb.se/re...
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https://doi.org/10.1...
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https://urn.kb.se/re...
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https://urn.kb.se/re...
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http://kipublication...
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Abstract
Ämnesord
Stäng
- Background: For prospective teachers, the school-based learning component of their teacher education programme is a crucial, and often demanding, part of becoming a teacher. During this time, mentor-teachers work in close collaboration with student teachers, who are often teaching in an actual school setting for the first time. As the relationship between mentor-teacher and student teacher is pivotal to the quality of work-based learning and to supporting the professional development of prospective teachers, more needs to be understood about this complex dynamic. Purpose: Our study aimed to contribute to this area by investigating, from the viewpoint of mentor-teachers, how student teachers respond to the demands of work-based learning. It had a particular focus on mentor-teachers’ perceptions of student teachers’ emotional challenges associated with teaching and engagement. Methods: Data consisted of interviews with 22 experienced mentor -teachers from five different municipalities. Data were analysed qualitatively, using tools aligned with a constructivist grounded theory approach. Findings: Describing teaching as a complex practice, the mentor-teachers regarded proactive engagement in developing professionalism, and ability to make appropriately differentiated adjustments to their teaching as important criteria in their evaluation of student teacher progression. The mentor-teachers described student teachers’ emotional challenges in relation to these and discussed support strategies. Conclusions: The findings of the study highlight the complex dynamic of work-based learning and the key role that mentor-teachers can play in supporting the development of prospective teachers entering the profession, including the navigation of emotionally challenging situations.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Nyckelord
- engagement
- pre-service teachers
- mentor-teacher
- teacher education
- teaching practice
- Work-based learning
- Educational Science
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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