The first-year as a mentor in Norwegian teacher education – asking for the authoritative word
DOI:
https://doi.org/10.15845/ntvp.v1i1.997Emneord (Nøkkelord):
mentor, practice school, authoritative discourse, internally persuasive discourseSammendrag
I artikkelen beskriver og tolker jeg hvordan en første års praksislærer, Anna, savner støtte i sin nye rolle som veileder for lærerstudenter i norsk lærerutdanning. Selv om hun er ansatt på det som blir kalt praksisskole, føler hun seg alene i arbeidet med lærerstudentene. Det er ingen til å besvare hennes spørsmål om hvordan hun skal utføre sin nye rolle. Jeg argumenterer for at mangelen på en arena hvor hun kan diskutere spørsmålene sine, bidrar til at Anna posisjonerer seg som en som skal gjøre det andre har bestemt. Hun spør derfor etter det autoritative ordet fra høyskolen.
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Opphavsrett 2016 Vivi Nilssen
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