Purpose – The purpose of this paper is to highlight university-based mentor education as a negative antecedent to mentors’ beliefs which are consistent with judgementoring (Hobson and Malderez, 2013). The concept of beliefs consistent with judgementoring (evaluative or judgemental mentoring) is introduced as a quantitative construct which is then used as a dependent variable. The concept of “folk mentoring” is introduced to theorise why and how mentor education may challenge mentors’ beliefs about mentoring. Design/methodology/approach – Structural equation modelling of cross-sectional survey data is used to estimate and compare the strengths between mentors’ perceived self-efficacy, role clarity, experience and education as independent variables and beliefs about mentoring aligned with judgementoring as the dependent variable. The survey was completed by 146 mentors who attended mentor education programmes in universities and university colleges across Norway. Findings – The findings indicate that mentor education contributes to lower levels of beliefs consistent with judgementoring and strengthens mentors’ awareness of their role as a mentor. Higher levels of self-efficacy related to the mentor role were associated with stronger beliefs consistent with judgementoring. Mentor experience was not associated strongly with any tested variable. Research limitations/implications – This paper identifies new questions pertaining to the effects of mentor education and variables associated with judgementoring. Omitted variables might have influenced the explored models and the methods used do not allow us to determine causal relationships. Originality/value – Taking an approach based on social exchange theory, the authors describe judgementoring as a form of mentoring that hampers potential exchanges which would enable mentoring to contribute to professional development. This paper provides new insights into judgementoring by introducing it as a quantitative construct, by testing relevant antecedents and by introducing the concept of “folk mentoring”. Mentor education is highlighted as a potential moderator of mentors’ beliefs in judgementoring.

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SAMMENDRAGLaererutdanningene er blitt kritisert for å fokusere for mye på teoretisk kunnskap med manglende relevans for praktisk laererarbeid. Økt innslag av praksis er blitt trukket frem som løsning på utfordringen. Arbeid med profesjonell utvikling i praksis er imidlertid utfordrende, og det er et hovedpoeng i denne artikkelen at økt praksisandel i seg selv ikke er løsningen på laererutdanningens utfordringer. Vi argumenterer for tett samarbeid mellom laererutdanningene, veilederutdanningene og praksisskolene i «det tredje rom», samt for profesjonalisering av veiledere i praksis som satsningsområde i arbeidet med videreutvikling av kvalitet i laererutdanningens praksisdel. Vi presenterer tre modeller for å belyse samarbeidsrelasjonen mellom laererutdanning og praksisskoler. Benevnelsen «pro-fesjonsrettet praksis» brukes for å benevne kvalifisert og teoribasert arbeid med laererstudenters profesjonelle utvikling i laererutdanningens praksis. Artikkelen belyser vurderinger knyttet til utfordringer og veivalg i det videre arbeidet med utviklingen av en profesjonsrettet praksis i laererutdanningen.Nøkkelord profesjonsrettet praksis, «det tredje rom», veiledning, praksisveileder, praksis, laererutdanning ÅRGANG 40, NR. 1-2017, S. 68-85

Mentoring of pre-service teachers in their school practicum is vital to integrating different parts of the educational programs and supporting the pre-service teachers to become educational professionals, but for mentors in schools this task often comes on top of the other requirements they face as teachers.In this study, we present findings from a self-report survey completed by 295 mentors in two teacher education institutions in Norway. Using structural equation modelling of cross-sectional survey data, the study explores predictions of the effort mentors put into their work in supporting the development of preservice teachers. The findings indicate that affective commitment predicts mentor's efforts in mentoring and that professional development of mentors through programs designed to develop a professional identity as mentors could enhance their feeling of being teacher educators, and thereby having the willingness to put effort into their jobs as mentors.

Teaching evaluation: antecedents of teachers' perceived usefulness of follow-up sessions and perceived stress related to the evaluation process.