Key focus areas and use of tools in mentoring conversations during internship in initial teacher education

Helgevold, Nina; Næsheim-Bjørkvik, Gro; Østrem, Sissel

doi:10.1016/j.tate.2015.03.005

Cited by 48 publications

(26 citation statements)

References 34 publications

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“…However if, as this analysis shows, there is a tendency in ITE applications of LS for the focus of observation to shift away from the pupils (as is the normal LS focus) and on to the student-teachers then it could be suggested that this should be made clear in the reporting of these adapted LS cycles. (2015) approach of writing notes on the lesson plan was found in one study (Cajkler et al 2013) while interviews or questionnaires/quizzes with pupils were explicitly mentioned in four papers (Jansen and Spitzer, 2009;Parks 2008Parks , 2009Helgevold et al 2015).…”

Section: Below) This Variability Demonstrates the Different Ways In mentioning

confidence: 99%

A literature review of lesson study in initial teacher education

Larssen

Cajkler

Mosvold

et al. 2018

IJLLS

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Abstract• Purpose -A structured review of literature on Lesson Study (LS) in initial teacher education (ITE) was conducted. The focus was on how learning and observation were discussed in studies of LS in ITE.• Design -Each national team (in Norway and England) undertook independent searches of published peer-reviewed articles. The resulting articles were then combined, screened and collaboratively reviewed, the focus being on two areas of enquiry: 1) How learning is represented and discussed;2) The extent to which observation is described and used to capture evidence of learning.• Findings -The literature review indicated that there was no universally held understanding of, or explanation for, the process of observation, how it should be conducted, and who or what should be the principal focus of attention. There was also a lack of clarity in the definition of learning and the use of learning theory to support these observations.• Research limitations -This study was limited to a review of a selection of peerreviewed journal articles, published in English. It arrives at some tentative conclusions, but its scope could have been broadened to include more articles and other types of published material e.g. theses and book chapters.• Practical implications -Research that investigates the use of LS in ITE needs to be more explicit about how learning is defined and observed. Furthermore, LS research papers need to assure greater clarity and transparency about how observations are conducted in their studies. 2• Originality/Value -This literature review suggests that discussion of both learning and observation in ITE lesson study research papers should be strengthened. The review highlights three principal challenges that ITE LS researchers should consider: a) how to prepare student-teachers to observe (professional noticing being a promising option), b) the wide variation in the focus of classroom observation in ITE lesson studies c) discussion of what is understood by learning needs to stand at the heart of preparation for lesson studies in ITE.

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Section: Below) This Variability Demonstrates the Different Ways In mentioning

confidence: 99%

A literature review of lesson study in initial teacher education

Larssen

Cajkler

Mosvold

et al. 2018

IJLLS

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“…He claimed that the action research was oriented towards either improving the practical context or exploring an idea (e.g., increasing their knowledge about a concept). In another study that implemented lesson study as an intervention, Helgevold, Naesheim-Bjørkvik, and Østrem (2015) found that the candidates in the intervention group (n = 28), as compared to the business-as-usual-group (n = 27), focused on the pupils' learning rather than their own teaching. The authors ascribed the differences to the use of tools (i.e., detailed lesson plans and a handbook developed within the project) in the intervention group.…”

Section: Autonomous and Reflective Teachers With An Inquiry Stance Tomentioning

confidence: 99%

“…Two orientations to action research were identified. Helgevold, Naesheim-Bjørkvik, and Østrem (2015) Lesson study as an intervention…”

Section: Research Focus Research Design Findingsmentioning

confidence: 99%

The Enactment Approach to Practice-Based Teacher Education Coursework: Expanding the Geographic Scope to Norway and Finland

Jenset

2018

Scandinavian Journal of Educational Research

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“…Dette kan også gjelde fagdidaktiske spørsmål. Selv om teoriene er omdiskuterte og det er all grunn til å spørre om slike faser er uunngåelige i laereres utvikling (Helgevold, Naesheim-Bjørkvik & Østrem, 2015). Det kan vaere sannsynlig at noviser retter oppmerksomheten mot andre forhold enn hva erfarne laerere ville gjort.…”

Section: Laereres Profesjonsutvikling Og Kunnskapsgrunnlagunclassified

“…Den ene studien gjaldt veiledning med nyutdannede laerere (Hanssen & Østrem, 2013), der 18 veiledningssamtaler ble observert. Den andre studien hadde 54 veiledningssamtaler i grunnskolelaererstudenters praksisperioder som forskningsobjekt, og baserte seg på videoobservasjoner (Helgevold, Naesheim-Bjørkvik & Østrem, 2015. Disse to studiene ble gjennomført i ulike kontekster, med forskjellige forskningsinteresser, spørsmål og metoder.…”

Section: Laereres Profesjonsutvikling Og Kunnskapsgrunnlagunclassified

Tematikken i veiledningssamtaler: forgrunn og bakgrunn

Østrem

2016

ADNO

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Denne artikkelen setter søkelys på fagdidaktikkens plass i veiledningssamtaler med lærerstudenter og nyutdannede lærere. Utgangspunktet er to studier der tematikken i veiledningssamtaler ble undersøkt gjennom språkets utpekende funksjon. Orientering rundt fagdidaktikk var lite framtredende i disse samtalene, og i stedet dominerte generelle didaktiske spørsmål. Forskningsspørsmålene innebærer en undring over hvorfor forhold ved fagene ikke blir tydeligere uttrykt i yrkesfaglig veiledning, og samtidig stiller jeg spørsmål om hvordan veiledning eventuelt kan bidra til at fagdidaktiske spørsmål blir belyst. Jeg hevder at noviser trenger hjelp til å rette blikket mot vesentlige spørsmål som gjelder yrkesutøvelsen, der også fagdidaktikk må inngå. En mer pågående veilederrolle enn det som ser ut til å være dagens praksis, blir av den grunn foreslått og diskutert.Nøkkelord: yrkesfaglig veiledning, læringspotensial, didaktikk, fagdidaktikk, språkets utpekende funksjon, veilederrollenAbstractThis article highlights subject matter knowledge in mentoring conversations and takes its point of departure in two studies where the topics in mentoring conversations were investigated through the use language. General didactic concerns dominated the conversations at the expense of themes related to subject matter. Astonishment about this fact led to the research questions focusing on the reasons for the lack of concerns about subject matter knowledge in mentoring. How mentoring eventually can contribute in giving subjects, a more prominent position in such conversations is discussed. Novices need help to keep the importance of subject matter knowledge in mind when discussing the most substantial questions in teaching. A more dynamic mentor role is suggested and discussed.Key words: mentoring, didactics, role of mentor teacher

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Key focus areas and use of tools in mentoring conversations during internship in initial teacher education

Cited by 48 publications

References 34 publications

A literature review of lesson study in initial teacher education

A literature review of lesson study in initial teacher education

The Enactment Approach to Practice-Based Teacher Education Coursework: Expanding the Geographic Scope to Norway and Finland

Tematikken i veiledningssamtaler: forgrunn og bakgrunn

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