This study investigates teachers' understanding of how conversations between colleagues can promote the development of knowledge. Its purpose is to supplement previous research in the field of knowledge processes in respect of conversation as an integral part of teachers' everyday work. On the basis of interview data obtained from teachers in a Norwegian school context, the study concludes that conditions for knowledge development in conversations between colleagues exist because teachers set the agenda for their collaboration and they raise issues from their pedagogical practice and explore and challenge these in depth. Based on theoretical perspectives and international research in the field, it is argued that, despite the fact that teachers themselves are being challenged to take responsibility for knowledge development in the teaching profession through collective knowledge processes at a micro level in the school organisation, it will be important to have support structures at different levels of the educational system to prevent them from standing in a vacuum.
I denne artikkelen argumenterer jeg for at praksisveiledning kan bidra til lærerstudenters profesjonelle utvikling, men også at dette bare er en mulighet som må gripes for å realiseres. Norsk og internasjonal lærerutdanningsforskning viser et mangfold av veiledningspraksiser i studentenes praksisperioder. Likevel er det noen felles kjennetegn ved veiledningen studentene tilbys. Forskning viser at praksisveiledning er knyttet til utførelse av spesifikke handlinger, og at veiledere i mindre grad inviterer til drøfting av studentenes intensjoner og mål for den pedagogiske virksomheten. Veiledere gir råd og fremstår som eksperter på undervisningssituasjoner, fremfor å søke dypere refleksjon. På grunnlag av veilednings- og profesjonsteori, sett i relasjon til tidligere lærerutdanningsforskning, argumenterer jeg for at praksisveiledning kan tjene på økt bevissthet om samtalekvaliteter. Artikkelen viser hvordan fenomener som å be om begrunnelser for handling, yte motstand på begrunnelser og å etablere reelt samarbeid mellom studenter og veiledere om hvordan praksis kan forstås, er forutsetninger for at profesjonsutviklende kunnskapsprosesser kan finne sted.Nøkkelord: lærerutdanning, praksisveiledning, profesjonell utvikling, kunnskapsprosesserPlacement mentoring and student teacher’ professional developmentAbstractIn this article I argue that mentoring can contribute to teaching students’ professional development, but also that this is just an opportunity that must be grasped in order to be realised. Norwegian and international teacher education research shows a diversity of placement mentoring practices during students’ placement periods. Nevertheless, there are some characteristics common across all mentoring offered to students. Research shows that mentoring is being connected to the completion of specific actions, and that mentors to a lesser extent invite to discuss the students’ intentions and aims for the educational activity. Mentors generally offers advice and acts as experts in teaching situations rather than promoting deeper reflection. Based on theories of mentoring and professions, in relations to previous teacher education research, I argue that placement mentoring may benefit from increased awareness of conversation qualities. The article demonstrates how phenomena such as asking for justifications for actions, providing opposition to justifications and establishing real cooperation between students and mentors on how teaching practice can be understood are all prerequisites for professional development knowledge processes being able to take place.Keywords: Teacher education, placement mentoring, professional development, knowledge processes
This qualitative study investigates, through focus groups, how students in upper secondary school in Norway experience schooling. The background for the study is a tension between measurable outcomes and the educational aim of supporting students' human growth, their Bildung. As teacher educators, we wanted to learn about situations that made an impression on students and thereby might promote Bildung and the desire to learn. Findings show that what made an impression was primarily related to teachers, fellow students, school atmosphere, and to aesthetic experiences and variations.Students emphasise teachers' attitudes, interpersonal skills and ability to vary their teaching. Teachers 2 content knowledge was taken for granted. Based on the findings, we suggest implications for how to educate teachers, for teachers working conditions and for cooperation in schools. In order to promote students' Bildung, also teachers' human development needs to be put on the agenda.
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