Vol. 10 No. 2 (2025): Veiledning i bevegelse – strømninger og brytninger i utdanning og profesjon | The Nordic Journal of Pedagogical Supervision

Editorial

Mentoring in Transition Trends and Disruptions in Education and Profession

Bente Ulla, Ann Sofi Larsen, Ingrid Femdal
- PDF (Norsk Bokmål)

Articles

Mentoring and supervision as interactive encounters A phenomenological and enactive knowledge base for reflection

Trine Ørbæk, Eva Bjerkholt
- PDF (Norsk Bokmål)
Suitability Assessments in Higher Education Pitfalls with the Use of Artificial Intelligence in Extended Mentoring

Mette Hvalby
- PDF
Educating professional supervisors on the school`s home ground Implications for Teacher Education and the Teaching Profession

Line Mastad
- PDF (Norsk Bokmål)
Are the schools ready to meet the competence to the newly master-educated teachers?

Janne Madsen, Eva Bjerkholt
- PDF (Norsk Bokmål)
From student teacher to school teacher – mentor's perspective

Marit Ulvik, Eva Bjerkholt, Janne Madsen
- PDF (Norsk Bokmål)
“It is fascinating how much a simple drawing can evoke feelings and thought” On the use of drawing in professional mentoring and the development of early year teachers’ inner personal sovereignty

Magritt Lundestad
- PDF (Norsk Bokmål)
Professional supervision in early childhood teacher education A meaningful responsibility with unclear guidelines

Henna Naustheller, Linda Geelmuyden Ringen
- PDF (Norsk Bokmål)
Utilizing the Theory of Practice Architectures in research on mentoring and professional development A self-study approach

Eli Lejonberg, Hilde Marie Madsø Jacobsen, Tove Seiness Hunskaar, Ingrid Elna Elden, Beverley Goldshaft, Ela Sjølie
- PDF
Professional mentoring in student groups where individual students have mental distress or disorders

Camilla Midtbøen Røkke
- PDF (Norsk Bokmål)
What Else Might Mentoring Be and Become? An Exploration of Interdisciplinary Teaching Practices in Mentorship training

Agnes Westgaard Bjelkerud, Gry Sagmo Aglen, Linn-Terese Bern, Dorthe Gunnhildsdatter Hagen
- PDF (Norsk Bokmål)
Sentimentalization as a didactic content component in dialogue-based pedagogical guidance

Mette Helleve
- PDF (Norsk Bokmål)
Professional supervision as a collective practice in partnerships between teacher education and schools Perspectives on students' practise placement studies and master's theses

Nanna Paaske, Hilde Bakke, Kristin Helstad
- PDF (Norsk Bokmål)
Photography as a tool for reflection in group mentoring

Maria Brennhovd
- PDF (Norsk Bokmål)
Emotional Competence as an Integral Dimension of Guidance Practitioners’ Professional Competence A Conceptual Contribution Toward a Broadened Understanding

Kirsten Marie Dalene
- PDF (Norsk Bokmål)
“The path has become shorter” Learning together in a mentoring program for supervisors

Beate Lund, Merete Ellen Lunde
- PDF (Norsk Bokmål)

Praksisnarrativer

“I can recommend working as a teacher in Lillestrøm municipality. You will be well taken care of!” Establishing a framework for teacher induction in early childhood education and schools

Tuva Støvland Holst, Tone Lintorp, An-Magritt Nysveen, Anne Linn Sagen
- PDF (Norsk Bokmål)

Vol. 10 No. 2 (2025): Veiledning i bevegelse – strømninger og brytninger i utdanning og profesjon

Editorial

Mentoring in Transition Trends and Disruptions in Education and Profession

Articles

Mentoring and supervision as interactive encounters A phenomenological and enactive knowledge base for reflection

Suitability Assessments in Higher Education Pitfalls with the Use of Artificial Intelligence in Extended Mentoring

Educating professional supervisors on the school`s home ground Implications for Teacher Education and the Teaching Profession

Are the schools ready to meet the competence to the newly master-educated teachers?

From student teacher to school teacher – mentor's perspective

“It is fascinating how much a simple drawing can evoke feelings and thought” On the use of drawing in professional mentoring and the development of early year teachers’ inner personal sovereignty

Professional supervision in early childhood teacher education A meaningful responsibility with unclear guidelines

Utilizing the Theory of Practice Architectures in research on mentoring and professional development A self-study approach

Professional mentoring in student groups where individual students have mental distress or disorders

What Else Might Mentoring Be and Become? An Exploration of Interdisciplinary Teaching Practices in Mentorship training

Sentimentalization as a didactic content component in dialogue-based pedagogical guidance

Professional supervision as a collective practice in partnerships between teacher education and schools Perspectives on students' practise placement studies and master's theses

Photography as a tool for reflection in group mentoring

Emotional Competence as an Integral Dimension of Guidance Practitioners’ Professional Competence A Conceptual Contribution Toward a Broadened Understanding

“The path has become shorter” Learning together in a mentoring program for supervisors

Praksisnarrativer

“I can recommend working as a teacher in Lillestrøm municipality. You will be well taken care of!” Establishing a framework for teacher induction in early childhood education and schools

Errata and corrigenda

Corrigendum to “Professional supervision as a collective practice in partnerships between teacher education and schools Perspectives on students' practise placement studies and master's theses” Nordvei 10, e4407

Erratum for Bjelkerud et al., «What Else Might Mentoring Be and Become? An Exploration of Interdisciplinary Teaching Practices in Mentorship training», Nordvei 10 e4405

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