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ERIC Number: EJ1023489
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1361-1267
Positive and Negative Facets of Formal Group Mentoring: Preservice Teacher Perspectives
Eriksson, Anita
Mentoring & Tutoring: Partnership in Learning, v21 n3 p272-291 2013
The use of mentoring within teacher education has become more common in recent years, however, there still seems to be a lack of research about formal group mentorship models as a pedagogical process. In my study, I presented knowledge about how a formal group mentorship model used during a teacher education program at a Swedish university has affected the student teachers' professional development. The findings suggest that nearly all the student teachers describe the mentoring group conversations as beneficial as they have contributed to a strengthened socialization, identity and/or teacher role, a possibility to share experiences, hear others perspectives, and get support in the process of linking theoretical educational content and teaching activities. A few students expressed that the mentoring program has not contributed at all to their professional development.
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A