Expectations to mentoring as support for professional development
Mentoring is acknowledged as a means to support professional development for teachers. However, mentoring has multiple meanings and may be practiced as supervision, support or collaborative self-development for new as well as experienced teachers. The aim of this Norwegian study is to get an underst...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Cappelen Damm Akademisk NOASP
2019-11-01
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| Series: | Nordisk tidsskrift for utdanning og praksis |
| Subjects: | |
| Online Access: | https://utdanningogpraksis.no/index.php/up/article/view/1971/3772 |
| _version_ | 1797331907754590208 |
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| author | Ingrid Helleve Marit Ulvik Dag Roness |
| author_facet | Ingrid Helleve Marit Ulvik Dag Roness |
| author_sort | Ingrid Helleve |
| collection | DOAJ |
| description | Mentoring is acknowledged as a means to support professional development for teachers. However, mentoring has multiple meanings and may be practiced as supervision, support or collaborative self-development for new as well as experienced teachers. The aim of this Norwegian study is to get an understanding of what expectations newly-qualified teachers, their mentors and their leaders have to mentoring and professional development and thereby to identify what kind of mentoring is needed. Data is collected through questionnaires and focus group conversations. The result shows a discrepancy between school leaders’ expectations on one hand and those of mentors’ and newly qualified teachers’ on the other. While school leaders call for supervision and for teachers’ opportunities to join external courses, mentors and newly-qualified teachers ask for mentoring rooted in classroom-activities. One implication of the study is to introduce an induction period for novice teachers where they are gradually included in the organization. Another implication is to use educated mentors as resources for school development, not only for newly-qualified, but also for experienced teachers. Implications for politicians are to provide resources and for school leaders to provide space and protected time for mentoring and professional learning at all levels to ensure sustained school development. |
| first_indexed | 2024-03-08T07:42:06Z |
| format | Article |
| id | doaj.art-8edae3b382d54dcfb0aed4487b817beb |
| institution | Directory Open Access Journal |
| issn | 2535-7697 |
| language | English |
| last_indexed | 2024-03-08T07:42:06Z |
| publishDate | 2019-11-01 |
| publisher | Cappelen Damm Akademisk NOASP |
| record_format | Article |
| series | Nordisk tidsskrift for utdanning og praksis |
| spelling | doaj.art-8edae3b382d54dcfb0aed4487b817beb2024-02-02T17:08:41ZengCappelen Damm Akademisk NOASPNordisk tidsskrift for utdanning og praksis2535-76972019-11-01132567510.23865/up.v13.1971up.v13.1971Expectations to mentoring as support for professional developmentIngrid HelleveMarit UlvikDag RonessMentoring is acknowledged as a means to support professional development for teachers. However, mentoring has multiple meanings and may be practiced as supervision, support or collaborative self-development for new as well as experienced teachers. The aim of this Norwegian study is to get an understanding of what expectations newly-qualified teachers, their mentors and their leaders have to mentoring and professional development and thereby to identify what kind of mentoring is needed. Data is collected through questionnaires and focus group conversations. The result shows a discrepancy between school leaders’ expectations on one hand and those of mentors’ and newly qualified teachers’ on the other. While school leaders call for supervision and for teachers’ opportunities to join external courses, mentors and newly-qualified teachers ask for mentoring rooted in classroom-activities. One implication of the study is to introduce an induction period for novice teachers where they are gradually included in the organization. Another implication is to use educated mentors as resources for school development, not only for newly-qualified, but also for experienced teachers. Implications for politicians are to provide resources and for school leaders to provide space and protected time for mentoring and professional learning at all levels to ensure sustained school development.https://utdanningogpraksis.no/index.php/up/article/view/1971/3772mentoringprofessional developmentnewly qualified teachersmentorsschool leaders |
| spellingShingle | Ingrid Helleve Marit Ulvik Dag Roness Expectations to mentoring as support for professional development Nordisk tidsskrift for utdanning og praksis mentoring professional development newly qualified teachers mentors school leaders |
| title | Expectations to mentoring as support for professional development |
| title_full | Expectations to mentoring as support for professional development |
| title_fullStr | Expectations to mentoring as support for professional development |
| title_full_unstemmed | Expectations to mentoring as support for professional development |
| title_short | Expectations to mentoring as support for professional development |
| title_sort | expectations to mentoring as support for professional development |
| topic | mentoring professional development newly qualified teachers mentors school leaders |
| url | https://utdanningogpraksis.no/index.php/up/article/view/1971/3772 |
| work_keys_str_mv | AT ingridhelleve expectationstomentoringassupportforprofessionaldevelopment AT maritulvik expectationstomentoringassupportforprofessionaldevelopment AT dagroness expectationstomentoringassupportforprofessionaldevelopment |