The first-year as a mentor in Norwegian teacher education – asking for the authoritative word
DOI:
https://doi.org/10.15845/ntvp.v1i1.997Keywords:
mentor, practice school, authoritative discourse, internally persuasive discourseAbstract
In this article I describe and interpret how a first-year mentor for student teachers, Anna, lacks support in her new role within the context of field practice in Norwegian teacher education. Even though she is employed at what is called a “practice school”, she feels alone in her work with the student teachers. There is no one there to answer her questions on how to perform her new role. I argue that due to the lack of an arena where she can discuss her questions, Anna positions herself as someone who should act upon what others have decided. She subsequently asks for the authoritative word from the University College.References
Bakhtin, M. (1981). Discourse in the novel. In M. Holquist (ed.), The Dialogic Imagination. Four Essays by M.M. Bakhtin (pp. 259-422). Austin TX: University of Texas Press.
Bergem, T. (1993). Tjener-aldri herre: om lærerutdanning og yrkesetiske holdninger. Sluttrapport Fra LYH-prosjektet. Bergen: NLA-forlaget.
Bogdan, R. C., & Biklen, S. K. (2003). Qualitative Research for Education. An Introduction to Theories and Methods (4th ed.). Boston, MA: Allyn & Bacon.
Bullough, R. V. (2005). Being and becoming a mentor: school-based teacher educators and teacher educator identity. Teaching and Teacher Education, 21(2), 143-155.
Carroll, D. (2005). Learning through interactive talk: A school-based mentor teacher study group as a context for professional learning. Teaching and Teacher Education, 21(5), 457-473.
Clarke, A., Triggs, V., & Nielsen, V. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163-202.
Cresswell, J.W. (2007). Qualitative Inquiry and Research Design. Choosing among five approaches. Thousand oaks, CA: Sage Publications.
Edwards, A. & Collison, J. (1996). Mentoring and developing practice in primary schools. Supporting student teacher learning in schools. Buckingham: Open University Press.
Feiman-Nemser, S. (2001). Helping novices learn to teach. Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17 - 30.
Følgjegruppa (2015). Grunnskolelærarutdanningane etter fem år. Status, utfordringar og vegar vidare. Rapport nr. 5. frå Følgjegruppa til Kunnskapsdepartementet. Stavanger.
Gudmunsdottir, S. (1997). Forskningsintervjuets narrative karakter. In B. Karseth, S. Gudmundsdottir & S. Hopmann (eds.). Didaktikk: tradisjon og fornyelse. Festskrift i anledning professor Bjørg Brandtzæg Gundems 70-årsdag (pp. 203-216). UiO: Pedagogisk forskningsinstitutt.
Hall, K. M., Draper, R. J., Smith, L. K., & Bullough, R. V. (2008). More than a place to teach: exploring the perceptions of the roles and responsibilities of mentor teachers. Mentoring & Tutoring: Partnership in Learning, 16(3), 328-345.
Jaspers, W. M., Meijer, P. C., Prins, F., & Wubbels, T. (2014). Mentor teachers: Their perceived possibilities and challenges as mentor and teacher. Teaching and Teacher Education, 44(November), 106-116.
Langdon, F. J. (2014). Evidence of mentor learning and development: an analysis of mentor/mentee professional conversations. Professional Development in Education, 40(1), 36-55.
KD [Kunnskapsdepartementet] (2010). Nasjonale retningslinjer for grunnskolelærerutdanninga 1.-7. trinn. Oslo: Forfatteren.
KD [Kunnskapsdepartementet] (2009). Stort.meld. nr. 11 (2008-2009). Læreren – rollen og utdanningen. Oslo: Forfatteren.
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.
Kvale, S., & Brinkmann, S. (2009). Interviews: learning the craft of qualitative research interviewing. Los Angeles, CA: Sage.
Kwan, T., & Lopez-Real, F. (2010). Identity formation of teacher–mentors: An analysis of contrasting experiences using a Wengerian matrix framework. Teaching and Teacher Education, 26(3), 722-731.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
Munthe, E., & Ohnstad, F. O. (2008). Ensomme svaler? En studie av praksisskolelæreres rapportering om identitet, kollektivitet og gjennomføring av praksisopplæringsperioder. Norsk pedagogisk tidsskrift, 92(6), 471-485.
Nielsen, W. S., Triggs, V., Clarke, A., & Collins, J. (2010). The teacher education conversation: A network of cooperating teachers. Canadian Journal of Education, 33(4), 837-868.
Nilssen, V. (2014). Ny som praksislærer - motivasjon, inspirasjon og frustrasjon [New as a teacher in training]. Tidsskriftet FoU i praksis, 8(2), 71-87.
Orland, L. (2001). Reading a mentoring situation: one aspect of learning to mentor. Teaching and Teacher Education, 17(1), 75-88.
Orland-Barak, L. (2002). What's in a case?: what mentors' cases reveal about the practice of mentoring. Journal of Curriculum Studies, 34(4), 451-468.
Orland-Barak, L. (2001). Learning to mentor as learning a second language of teaching. Cambridge Journal of Education, 31(1), 53-68.
Rippon, J. H., & Martin, M. (2006). What makes a good induction supporter? Teaching and Teacher Education, 22(1), 84-99.
Strauss, A. L. & Corbin, J. M. (1998). Basics of qualitative research. Techniques and procedures for developing grounded theory. (2nd ed.). Thousand Oaks, CA: Sage Publications.
Taylor, S.J. & Bogdan, R. (1998). Introduction to qualitative research methods. A guidebook and resource. New York: John Wiley & Sons.
Wenger, E. (1998). Communities of practice. Learning, Meaning and Identity. Cambridge: The Cambridge University Press.
Williams, J. (2010). Constructing a new professional identity: Career change into teaching. Teaching and Teacher Education, 26(3), 639-647.
Williams, A., Prestage, S. A., & Bedward, J. (2001). Individualism to Collaboration: the significance of the teacher culture to the induction of newly qualified teachers. Journal of Education for Teaching: International Research and Pedagogy, 27(3), 253-268.
Wolcott, H. F. (2009). Writing up qualitative research. Los Angeles, CA: Sage.
Zeichner, K. (2005). Becoming a teacher educator: a personal perspective. Teaching and Teacher Education, 21(2), 117-124.
Zeichner, K. (2002). Beyond traditional structures of student teaching. Teacher Education Quarterly (Spring), 59-64.
Taylor, S.J. & Bogdan, R. (1998). Introduction to qualitative research methods. A guidebook and resource. New York: John Wiley & Sons.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2016 Vivi Nilssen
This work is licensed under a Creative Commons Attribution 3.0 Unported License.
