Tool-Based Mentoring Conversations in Teacher Education: New Structures, Opportunities and the Role of Adaptive Expertise

Autor/inn/en	Hunskaar, Tove Seiness; Gudmundsdottir, Greta Björk
Titel	Tool-Based Mentoring Conversations in Teacher Education: New Structures, Opportunities and the Role of Adaptive Expertise
Quelle	In: International Journal of Mentoring and Coaching in Education, 12 (2023) 4, S.424-439 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hunskaar, Tove Seiness) ORCID (Gudmundsdottir, Greta Björk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-6854
DOI	10.1108/IJMCE-12-2022-0103
Schlagwörter	Mentors; Teacher Education Programs; Preservice Teachers; Student Attitudes; Cooperating Teachers; Teacher Attitudes; Expertise; Practicums; Secondary School Teachers; Foreign Countries; Computer Simulation; Video Technology; Information Technology; Teaching Styles; Student Evaluation; Norway (Oslo) + Suchen Sie Ihr Suchwort? Schülerverhalten; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Expert appraisal; Practicum; Praktikum; Praktika; Ausland; Computergrafik; Computersimulation; Informationstechnologie; Lehrstil; Unterrichtsstil; Schulnote; Studentische Bewertung
Abstract	Purpose: This paper aims to investigate how school-based mentors and preservice teachers (PTs) perceive mentoring conversations when applying a set of newly developed digital tools accompanied by discursive tools in mentoring in practicum. Design/methodology/approach: This study performed a thematic analysis of 12 interviews (5 with mentors and 7 with PTs) to explore how the participants perceived mentoring conversations when applying a combination of digital and discursive tools in school-based mentoring conversations. This study uses a model of adaptive expertise to discuss the findings. Findings: This analysis revealed that the tools could alter the typical order of mentoring conversations. Mentors reported a change in their mentoring routines in which mentees took a more active role in conversations. The use of tools also allowed for richer conversations. From the perspective of PTs, the tools provided a structure for mentoring sessions, provided an alternative opening for mentoring conversations and enhanced their awareness of certain aspects of their own teaching. Originality/value: This study's results suggest that the application of tools in mentoring enhances mentoring by facilitating reflection among PTs and mentors and fostering the development of adaptive expertise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01