Flerstemmighet i veiledningssamtaler?

En kasusstudie om triadisk FoU-veiledning i grunnskolelærerutdanningen

Abstract

R&D mentoring is a new mentoring concept in Initial Teacher Education in Norway, which has received little attention in research. The purpose of this research is to analyse mentoring conversations to gain insight into triadic interactions among students, one school-based mentor and one university lector participating in R&D mentoring. Analysis of the mentoring conversations is inspired by the constant comparative method, and interactions are interpreted in light of Bakhtin’s perspectives on multivocality. The analysis shows that strong teacher educator voices, limited diversity and a vague triadic “we” characterise interactions. I query whether the pattern of interaction gives reason to ask whether triadic mentoring essentially functions as a multivocal meeting place for developing new knowledge.