Innovative Approaches to Mentoring
Towards a Common Ground for a Theoretical Framework
DOI:
https://doi.org/10.15845/ntvp.v9i2.4083Emneord (Nøkkelord):
Co-construction, evidence-based practice, innovation, mentoring, teacher professional development, toolsSammendrag
This conceptual article explores how the principled innovation (PI) framework can challenge and structure multi-participant co-construction of innovation processes striving to enhance quality in mentoring. In a time when innovations in education contexts are plentiful and diverse, the authors illustrate how PI can be used to benefit innovative co-construction activities. We also use an ongoing project whose goal is to develop tools for mentoring to exemplify how PI can guide and challenge innovation. The PI approach is found to offer a structure that enforces activities that involve multiple actors while being mindful of their educational needs. The approach also allows flexibility in each stage. We catalogue the benefits and posit that the framework can be suitable for a larger research and development agenda with potential to engage multiple actors such as researchers, mentors, mentees, technicians and lawyers in systematic co-construction in innovation.
Referanser
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25. https://doi.org/10.3102/0013189X11428813
Andreasen, J. K. (2023). Partnerskap i lærerutdanningene: En studie av praksislærere som lærerutdannere på universitetet [Doktorgradsavhandling]. Universitetet i Agder.
Baumrind, D. (1971/1991). Current patterns of parental authority. Developmental Psychology, 4, 1-103. https://doi.org/10.1037/h0030372
Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies. Competence Viewed as a Continuum. Zeitschrift für Psychologie. https://doi.org/10.1027/2151-2604/a000194
Bovill, C. (2020). Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education, 79(6), 1023-1037. https://doi.org/10.1007/s10734-019-00453-w
Bower, J. L., & Christensen, C. M. (1995). Disruptive technologies: catching the wave. Journal of Product Innovation Management., 1(13).
Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14-30. https://doi.org/10.1016/j.compedu.2016.11.005
Clutterbuck, D. (2004). Everyone needs a mentor: Fostering talent in your organisation. CIPD Publishing.
Cole, M., & Derry, J. (2005). We have met technology and it is us. Intelligence and technology: The impact of tools on the nature and development of human abilities, 209-227.
Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 15-42.
Cook-Sather, A. (2020). Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices. Higher Education, 79(5), 885-901. https://doi.org/10.1007/s10734-019-00445-w
Ellis, V., Souto-Manning, M., & Turvey, K. (2019). Innovation in teacher education: Towards a critical re-examination. Journal of Education for Teaching, 45(1), 2-14. https://doi.org/10.1080/02607476.2019.1550602
Eriksen, H., Lejonberg, E., Tschannen-Moran, M., Christophersen, K.-A., & Elstad, E. (2020). Learners providing feedback on teaching: Preservice teachers’ perceptions of a teacher assessment arrangement. Scandinavian Journal of Educational Research, 1-17. https://doi.org/10.1080/00313831.2020.1833236
Ferguson, R. F., & Danielson, C. (2015). How framework for teaching and tripod 7Cs evidence distinguish key components of effective teaching. Designing teacher evaluation systems: New guidance from the measures of effective teaching project, 98-143.
Garza, R., Reynosa, R., Werner, P., Duchaine, E., & Harter, R. (2019). Developing a Mentoring Framework Through the Examination of Mentoring Paradigms in a Teacher Residency Program. Australian Journal of Teacher Education, 44, 1-22. https://doi.org/10.14221/ajte.2018v44n3.1
Garrigan, P., & Pearce, J. (1996). Use theory? Use theory! Mentoring & Tutoring: Partnership in Learning, 4(1), 23-31. https://doi.org/10.1080/0968465960040103
Gillespie, A., & Zittoun, T. (2010). Using resources: Conceptualising the mediation and reflective use of tools and signs. Culture & psychology, 16(1), 37-62. https://doi.org/10.1177/1354067X09344888
González, R. J. (2017). Hacking the citizenry? Personality profiling,‘big data’and the election of Donald Trump. Anthropology Today, 33(3), 9-12. https://doi.org/10.1111/1467-8322.12348
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273-289. https://doi.org/10.1080/13540600902875340
Hatlevik, I. K. R. (2024). Quality in teacher education programs. In I. K. R. Hatlevik, Jakkhelln, R. og Jorde, D. (Ed.), Transforming University-based Teacher Education through Innovation (p. 14-49). Routledge.
Hatlevik, I. K. R., Jakhelln, R., & Jorde, D. (2024a). Five-year integrated research-based teacher education for primary and secondary school. In I. K. R. Hatlevik, R. Jakhelln, & D. Jorde (Eds.), Transforming university-based teacher education trough innovation (p. 50-60). Routledge.
Hatlevik, I. K. R., Jakkhelln, R., & Jorde, D. (2024b). Transforming teacher education trough innovation. In I. K. R. Hatlevik, R. Jakkhelln, & D. Jorde (Eds.), Transforming university-based teacher education trough innovation. Routledge.
Helms-Lorenz, M., Slof, B., & van de Grift, W. (2013). First-year effects of induction arrangements on beginning teachers’ psychological processes. European Journal of Psychology of Education, 28(4), 1265-1287. https://doi.org/10.1007/s10212-012-0165-y
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216. https://doi.org/10.1016/j.tate.2008.09.001
Hobson, A. J., & Malderez, A. (2013). Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 2(2), 89-108. https://doi.org/10.1108/IJMCE-03-2013-0019
Hobson, A. J., & McIntyre, J. (2013). Teacher fabrication as an impediment to professional learning and development: The external mentor antidote. Oxford Review of Education, 39(3), 345-365. https://doi.org/10.1080/03054985.2013.808618
Hoffman, J. V., Wetzel, M. M., Maloch, B., Greeter, E., Taylor, L., DeJulio, S., & Vlach, S. K. (2015). What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review. Teaching and Teacher Education, 52, 99-112. https://doi.org/10.1016/j.tate.2015.09.004
Hunskaar, T. S., & Gudmundsdottir, G. B. (2023). Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise. International Journal of Mentoring and Coaching in Education, 12(4), 424-439. https://doi.org/10.1108/IJMCE-12-2022-0103
Jensen, K., & Christiansen, B. (2012). New patterns for epistemic engagement in nursing. In Professional learning in the knowledge society (pp. 211-228). Springer.
Jenset, I. S., Klette, K., Hammerness, K., & Canrinus, E. T. (2024). Coherence in teacher education: a case of research-based reform. In I. K. R. Hatlevik, R. Jakhelln, & D. Jorde (Eds.), Tranasforming university-based teacher education through innovation (p. 61-74). Routledge.
Kemmis, S., Heikkinen, H. L. T., Fransson, G., Aspfors, J., & Edwards-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43(0), 154-164. https://doi.org/10.1016/j.tate.2014.07.001
Kunnskapsdepartementet. (2017). Lærerutdanning 2025. Nasjonal strategi for kvalitet og samarbeid i lærerutdanningene. Retrieved from https://www.regjeringen.no/contentassets/d0c1da83bce94e2da21d5f631bbae817/kd_nasjonal-strategi-for-larerutdanningene_nett.pdf
Kvernbekk, T. (2011). The concept of evidence in evidence‐based practice. Educational Theory, 61(5), 515-532. https://doi.org/10.1111/j.1741-5446.2011.00418.x
Kvernbekk, T. (2018). Evidensbasert pedagogisk praksis: Utvalgte kontroverser. Nordisk tidsskrift for pedagogikk & kritikk, 4, 136-153. https://doi.org/10.23865/ntpk.v4.1153
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
Lejonberg, E. (2016). Hva kan bidra til god veiledning? en problematisering basert på veilederes og veisøkeres perspektiver på veiledning av begynnende lærere [Doktorgradsavhandling]. Universitetet i Oslo.
Lejonberg, E., Elstad, E., & Hunskaar, T. S. (2017). Behov for å utvikle «det tredje rom» i relasjonen mellom universitet og praksisskoler. Uniped, 1, 68-85. https://doi.org/10.18261/ISSN.1893-8981-2017-01-06
Lejonberg, E., Elstad, E., Sandvik, L. V., Solhaug, T., & Christophersen, K.-A. (2018). Developmental relationships in schools: Pre-service teachers’ perceptions of mentors’ effort, self-development orientation and use of theory. Mentoring & Tutoring: Partnership in Learning, 26(5), 524-541. https://doi.org/10.1080/13611267.2018.1561011
Lejonberg, E., Eriksen, H., Elstad, E., & Christophersen, K.-A. (2016). Undervisningsvurdering som utgangspunkt for lærerstudenters profesjonelle vekst: Kan elevers vurdering av lærerstudenter være nyttig? In M. Ulvik (Ed.), Forske på egen praksis. Fagbokforlaget.
Lejonberg, E., Nesje, K., Hunskaar, T. S., & Elstad, E. (2024). School based mentoring tools combining research knowledge, student teachers’ needs and mentors’ professional judgement In I. K. R. Hatlevik, D. Jorde, & R. Jakhelln (Eds.), Tranasforming university-based teacher education through innovation (p. 170-182). Routledge.
Marthinsen, E. (2004). «Evidensbasert»–praksis og ideologi. Nordisk sosialt arbeid, 24(4), 290-302.
Maskiewicz, A. C., & Winters, V. A. (2012). Understanding the co‐construction of inquiry practices: A case study of a responsive teaching environment. Journal of Research in Science Teaching, 49(4), 429-464. https://doi.org/10.1002/tea.21007
Mary Lou Fulton Teachers College (2020). Principled Innovation in the Systems of Educator and Leader Preparation. Retrieved from https://pi.education.asu.edu/wp-content/uploads/2022/01/19_20-Framework-for-Principled-Innovation.pdf
Mary Lou Fulton Teachers College (2024). Principled Innovation meets design: 1 new model and 2 videos. Retrieved from https://pi.education.asu.edu/principled-innovation-meets-design-1-new-model-and-2-videos/
McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378-386. https://doi.org/10.1177/0022487113493807
Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research, 97, 187-199. https://doi.org/10.1016/j.ijer.2017.08.007
Metsäpelto, R.-L., Poikkeus, A.-M., Heikkilä, M., Husu, J., Laine, A., Lappalainen, K., . . . in collaboration, w. (2021). A multidimensional adapted process model of teaching. Educational Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-021-09373-9
Mozorov, E. (2014). Our naïve ‘innovation’ fetish. The New Republic. https://newrepublic.com/article/116939/innovation-fetish-naive-buzzwordunites-parties-avoids-policy-choice
Nesje, K., & Lejonberg, E. (2022). Tools for the school-based mentoring of preservice teachers: A scoping review. Teaching and Teacher Education, 111, 103609. https://doi.org/10.1016/j.tate.2021.103609
NOKUT (the Norwegian Agency for Quality Assurance in Education). (2019). Kartlegging av lektorutdanning for trinn 8–13 [Mapping of Upper Secondary Education, step 8-13]. www.nokut.no/prosjekter-i-nokut/kartlegging-avlektorutdanning-for-trinn-813
OECD, 2005, “The Measurement of Scientific and Technological Activities: Guidelines for Collecting and Interpreting Innovation Data: Oslo Manual, Third Edition” prepared by the Working Party of National Experts on Scientific and Technology Indicators, OECD, Paris, para. 146.
Ortlieb, E., Susca, A., Votypka, J., & Cheek, E. H. (2018). Disruptive innovations for teacher education. In Best Practices in Teaching Digital Literacies. Emerald Publishing Limited.
Peschl, M. F., & Fundneider, T. (2014). Designing and enabling spaces for collaborative knowledge creation and innovation: From managing to enabling innovation as socio-epistemological technology. Computers in Human Behaviour, 37, 346–359. https://doi.org/10.1016/j.chb.2012.05.027
Pfeffer, J., & Sutton, R. I. (2006). Hard facts, dangerous half-truths and total nonsense: Profiting from evidence-based management. Harvard Business Press.
Player-Koro, C., Bergviken Rensfeldt, A., & Selwyn, N. (2018). Selling tech to teachers: education trade shows as policy events. Journal of Education Policy, 33(5), 682–703. https://doi.org/10.1080/02680939.2017.1380232
Praetorius, A.-K., Grünkorn, J., & Klieme, E. (2020). Towards developing a theory of generic teaching quality: Origin, current status and necessary next steps regarding the three basic dimensions model. Zeitschrift für Pädagogik. Beiheft, 66(1), 15-36.
Ragnemalm, E. L., & Samuelsson, M. (2016). Simulating variation in order to learn classroom management. Educational Media International, 53(4), 274-284. https://doi.org/10.1080/09523987.2016.1254882
Rehak, A. M., Gomoll, A. S., Hmelo-Silver, C. E., & Danish, J. A. (2016). Developing preservice teachers’ professional vision through collaborative multimedia artefacts. International Society of the Learning Sciences.
Santagata, R., & Yeh, C. (2016). The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM, 48, 153-165. https://doi.org/10.1007/s11858-015-0737-9
Satterfield, J. M., Spring, B., Brownson, R. C., Mullen, E. J., Newhouse, R. P., Walker, B. B., & Whitlock, E. P. (2009). Toward a transdisciplinary model of evidence‐based practice. The Milbank Quarterly, 87(2), 368-390. https://doi.org/10.1111/j.1468-0009.2009.00561.x
Schwille, S. A. (2008). The professional practice of mentoring. American Journal of Education, 115(1), 139-167.
Simmons, u. l. (2020). Evidence-based social work: An evidence-based approach. https://simmons.libguides.com/EBSW
Sirotnik, K. A. (1999). Making sense of educational renewal. Phi Delta Kappan, 80(8), 606.
Skagen, K. (2016). Kunnskapstyper og hegemonisk veiledningsstrategi i norsk veiledningsdiskurs. In A.-L. Østern & G. Engvik (Eds.), Veiledningspraksiser i bevegelse. Skole, utdanning og kulturliv (p. 59-81). Fagbokforlaget.
Snow, C. E. (2015). 2014 Wallace Foundation distinguished lecture: Rigor and realism: Doing educational science in the real world. Educational Researcher, 44(9), 460-466.
Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of computer assisted learning, 26(1), 53-64.
Toom, A., Husu, J., & Patrikainen, S. (2015). Student teachers’ patterns of reflection in the context of teaching practice. European Journal of Teacher Education, 38(3), 320-340. https://doi.org/10.1080/02619768.2014.943731
UoO. (2024). Visual Vocal Application (VIVA). Retrieved from https://www.uv.uio.no/ils/english/research/projects/viva/index.html
UoO. (2023). Tools for mentoring. Retrieved from https://www.uv.uio.no/ils/english/research/projects/tools-for-mentoring-new-teachers/index.html
UoO. (2024). Tools for mentoring with newly qualified teachers. Retrieved from https://www.uv.uio.no/ils/forskning/prosjekter/verktoy-veiledning-viken/index.html
Wartofsky, M. W. (1979). Perception, representation and the forms of action: Towards an historical epistemology. In A portrait of twenty-five years (p. 215-237). Springer.
Wittek, L., & Kvernbekk, T. (2011). On The Problems of Asking for a Definition of Quality in Education. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2011.594618
Nedlastinger
Publisert
Versjoner
- 2024-11-22 (2)
- 2024-11-21 (1)
Hvordan referere
Utgave
Seksjon
Lisens
Opphavsrett 2024 Eli Lejonberg, Tove Seiness Hunskaar, Göran Fransson
Dette verket er lisensiert under Creative Commons Attribution 4.0 International License.
