Search results for: Fransson Goran
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This article aims to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs). The author identified the mentors' concerns about the use of technical tools, although during the course these concerns changed to a mainly positive attitude towards online education. Furthermore, the online course changes the teaching and learning prerequisites for the participants.
Updated: Feb. 06, 2018
Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-study to Understand Teaching Practice and Aspects of Knowledge
In the self-study reported here, the aim was to acquire a deeper understanding of the challenges and opportunities that teacher educators and student teachers encounter while working with, and learning about, ICT as a tool for learning. This learning interest focused on both the practical aspects highlighted during the course and the more theoretical perspectives of knowledge and learning that emerge when technological aspects and tools are included in the process of teaching, learning, and assessing. One of the learning interests of this self-study was to analyze how the authors elaborated and developed their understanding of the theoretical framework of Technological Pedagogical Content Knowledge (TPACK).
Updated: Dec. 20, 2016
Mentoring of New Teachers as a Contested Practice: Supervision, Support and Collaborative Self-development
This article aims to examine contested practices of mentoring of newly qualified teachers within and between New South Wales in Australia, Finland and Sweden. The meta-analysis revealed three main archetypes of mentoring: mentoring as supervision, mentoring as support, and mentoring as collaborative self-development. These three different views of mentoring are found in Australia, Sweden and Finland. The authors suggested that these three different archetypes of mentoring form very different dispositions in mentees and mentors.
Updated: Jan. 18, 2015
Mentors Assessing Mentees? An Overview and Analyses of the Mentorship Role Concerning Newly Qualified Teachers
The aim of this article is to analyze how the mentor's role in the assessment process, together with the relationship between the mentor and mentee, is discussed in the 108 responses to the consultative document. The results show that only 23 of the 108 responses mention assessment. However, none of these 23 responses explicitly state that it is a good idea for mentors to participate in the assessment of the new teacher. Furthermore, only four responses include an explicit discussion of the relationship between mentors and mentees.
Updated: Apr. 12, 2011