| 11. |
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| 12. |
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| 13. |
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| 14. |
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| 15. |
- Fransson, Göran, 1968-
(author)
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International cooperation and the challenge of sensemaking
- 2008
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In: Newly qualified teachers in Northern Europe. - Gävle : Gävle University Press. - 9789197489331 ; , s. 27-44
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Book chapter (other academic/artistic)abstract
- This article highlights and problemizes some challenges and dilemmas in international cooperation. The focus is on individual and collative processes of communication, interpreting, understanding and sensemaking - processes emerging as challenging when participants have different kind of frames and contexts of knowledge. These kinds of challenges are ever present, but become however more apparent when people from quite different cultural, social, economical and political conditions meet in international cooperation. In this article, experiences and challenges made within NQTNE are analysed and discussed in this perspective. One conclusion is that even if there are communicative and conceptual obstacles having to be overcome when cooperate internationally, cooperation and comparative perspectives is a powerful tool to become aware of assumptions that are taken for granted; to challenge one’s own perspectives; raise new kind of questions and construct new perspectives and new ways to conceptualise, think, and act.
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| 16. |
- Fransson, Göran, 1968-
(author)
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Knowledge input in responses to a government inquiry concerning probationary year for new teachers : the role of mentors and headmasters
- 2009
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Conference paper (peer-reviewed)abstract
- In Sweden, with no tradition of mentors participating in formal summative assessment of newly qualified teachers, a Government Inquiry proposes this dual role for mentors. This paper examines how the mentor’s and headmaster’s role in the assessment and the relations between mentor and mentee are discussed in the 108 responses sent to the Swedish Ministry of Education, as response to this Government Inquiry. Results show that the issue of evaluation in discussed in half of the responses (54 of 108); the headmasters role in mentioned twice as much as the mentors role (in 41 respectively 23 of the 108 responses); and that higher education institutions are most active focusing the mentors. Only 23 of the responses mention the mentor’s role in the assessment; none of these responses is positive to the mentor’s double role but eleven questions it; and the relationship between the mentor and mentee is discussed in only four responses. This raises question as to what extent new information or perspectives could be expected from responses, especially from a research-based perspective.
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| 18. |
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| 19. |
- Fransson, Göran, et al.
(author)
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Summary, conclusions and future perspective
- 2008
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In: Newly Qualified Teachers in Northern Europe. - Gävle : Gävle University Press. - 9789197489331 ; , s. 167-192
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Book chapter (other academic/artistic)
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| 20. |
- Fransson, Göran, 1968-, et al.
(author)
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To be a facilitator of in-service learning : challenges, roles and professional development
- 2008
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In: Becoming a teacher educator. - Berlin : Springer. - 9781402088735 - 1402088736 ; , s. 75-88
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Book chapter (other academic/artistic)abstract
- In recent decades the requirements for teachers’ work and competences have changed profoundly. The teaching profession has had to face new challenges related to new developments such as new technologies, ethical dilemmas due to migration and social tensions in society and the development of entire schools as “learning communities” within the local community and the outside world. In this changing context teachers’ own professional development and in-service learning has become more important. As a consequence, there is a growing need for in-service learning facilitators. They have developed from in-service trainers to facilitators of teachers’ in-service learning. The central issue of the chapter is this changing role of in-service learning facilitators. More than ever they have become catalysts, problem solvers, process helpers and experts knowledgeable and competent in acquiring, and producing knowledge, skills and competencies of others. In addition to this the need for a code of conduct for in-service learning facilitators to face these challenges and changing roles is stressed in this chapter.
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