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.
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This mixed-method study examined students’ perceptions of involvement in the assessment practice of oral competence in English in Norwegian upper secondary schools. Student involvement in assessment can be seen as a key factor when it comes to enhancing students’ learning outcome and motivation. Previous research has, however, shown that student involvement and the assessment of oral competence in English as a second language classes have been challenging. Surveys (N = 116) and two focus group interviews (N = 8) were used. The findings revealed that the students wanted to be more involved in the assessment practice. Moreover, the students saw this increased involvement as a way to enhance their oral competence in English. The students expressed uncertainty as to what they were assessed by. The implications of this study suggest that increased involvement in developing goals and criteria and more dialogue-based feedback are beneficial measures for strengthening students’ learning outcomes.
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