Consensus and discrepancies on quality
Mentor and student teacher statements on work placement mentoring
Bibliographic Data
| ID | 12084744 |
|---|---|
| Authors | Lena Manderstedt (0000-0003-4382-132X, Luleå University of Technology, corresponding author), Helena Anderström (Jönköping University), Rebecka Florin Sädbom (Jönköping University), Johan Bäcklund (0000-0002-0652-0918, Jönköping University) |
| Year | 2022 |
| Volume | 116 |
| Pages | 103762-103762 |
| Publication date | 2022-05-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2022.103762 |
| OpenAlex | W4280587965 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
Although work placement mentoring has been examined extensively in research, there are no studies drawing on critical discourse analysis combined with discourse theory, aiming to examine the discursive construction of quality aspects. Seven mentor pairs in Swedish teacher training schools were interviewed individually during student work placement. Focus group interviews were conducted with eleven student teachers. The results reveal a consensus on a general level. The significant discrepancies are intertwined to different subject positions among student teachers and mentors, thus linked to different role expectations. A likely explanation can be found in the differences between professional and academic knowledge traditions
Focus group · Mathematics education · Pedagogy · Quality (philosophy · Sociology · Student teacher · Subject (documents · Teacher education · Work (physics · Collaborative Teaching and Inclusion · Computer Science · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Encyclopedia of Language and Education
Discourse Analysis as Theory and Method
Methods of Critical Discourse Studies
Cooperating Teacher Participation in Teacher Education
‘I need to be strong and competent’
Elements of a quality pre-service teacher mentor
Integrating theory and practice in the pre-service teacher education practicum
Discourse and social change
Discursive struggle and contested signifiers in the arenas of education policy and work skills in Japan
Developing fundamental principles for teacher education programs and practices
Borders to cross
Developing pre-service teachers' professional knowledge of teaching
Empowered educators
The match and mismatch between expectations of student teachers and cooperating teachers
Context Matters
Critical Discourse Analysis as a Research Tool
The methodology of Focus Groups
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |