Search results for: Heikkinen Hannu L. T.
Page 1/1 6 items
Student Teachers' Experiences of Participating in Mixed Peer Mentoring Groups of In-service and Pre-service Teachers in Finland
This study examines how students perceive a new Finnish model of teacher development that uses the peer group mentoring (PGM) method for combining pre-service and in-service teacher education. The findings reveal that the students' experiences of participating in peer mentoring group were positive. The findings also highlighted the importance of prospective teachers having authentic connections to working life and colleagues already during initial education. The findings also show that experiences varied in terms of depth and effectiveness and the kind of learning that they promoted. The students considered the activity as (1) a coffee break, (2) peer-support, (3) identity construction and (4) a professional community.
Updated: Jul. 01, 2018
This study aims to investigate whether the experiences of teachers in general education and vocational education differ because of differences in their working contexts and challenges. It also focuses the ways in which mentees perceive the results of peer-group mentoring (PGM) with regard the professional, personal and social dimensions of professional development. The findings reveal that the participants almost unanimously agreed that PGM is important throughout the entire teaching career. Furthermore, the findings show that there were few significant differences between the teacher groups. It was found that teachers in vocational education were more likely to agree that participation in PGM had influenced their working methods, as compared to their colleagues in general education. In addition, the results reveal that teachers in vocational education reported that they had been contacted more by their colleagues about their opinions and advice after participating in PGM meetings than had previously been the case.
Updated: Apr. 24, 2018
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
The authors reconsider five principles: historical continuity; reflexivity; dialectics; workability; and evocativeness. These five principles are critically examined from two viewpoints. First, the authors discuss comments on the quality of the principles, referring to contemporary discussion within the philosophy of science. Second, they review some empirical action research reports in which these principles have been applied.
Updated: Apr. 28, 2013
In this article, the authors will present a reflexive way of producing a narrative analysis on teaching and learning that involves all participants of the pedagogical process. The authors ask what is the nature of the phenomenon as meaningfully experienced? For the authors, the phenomenon is the interaction between the people involved in the pedagogical process. The authors will present how lived pedagogy is researched through the narratives told by the teacher-researcher, the students, and their parents.
Updated: Jun. 29, 2010
Along with the narrative turn in social sciences, the quality of research has become a more and more intricate issue. Action research reports are often narratives, located in the context of the evolving experiences of those involved. In this paper, the problem of quality in action research narratives is addressed, and some principles for assessing the quality of narrative research reports are proposed.
Updated: Jan. 07, 2008