Abstract
Sara had just observed a lesson taught by May, one of the student teachers she had been given the responsibility of mentoring during their practicum. May had planned the lesson without conferring with Sara, and the lesson was planned far beyond the level and the competence of the class.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderson, E. A., & Shannon, A. L. (1988). Toward a conceptualisation of mentoring. Journal of Teacher Education, 38–42.
Barker, L., & Borko, H. (2011). Presence and the art of improvisational teaching. In K. Sawyer (Ed.), Structure and improvisation in creative teaching (pp. 279–298). New York, NY: Cambridge University Press.
Berry, A., Loughran, J., & van Driel, J. H. (2008). Revisiting the roots of pedagogical content knowledge. International Journal of Science Education, 30(10), 1271–1279. doi:10.1080/09500690801998885
Besley, T., & Peters, M. A. (2012). Introduction: Interculturalism, education and dialogue. In I. T. Besley & M. A. Peters (Eds.), Interculturalsim, education and dialogue (pp. 1–25). New York, NY: Peter Lang.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
Brodie, P., & Irving, K. (2007). Assessment in work-based learning: Investigating a pedagogical approach to enhance student learning. Assessment & Evaluation in Higher Education, 32(1), 11–19.
Brunstad, P. O. (2007). Faglig klokskap (Professional wisdom). PACEM, 10(2), 59–70.
Brunstad, P. O. (2010). Mentoren som nomade (Mentor as nomad). In K. Smith & M. Ulvik (Eds.), Veiledning av nye lærere- nasjonale og internasjonale perspektiver (Mentoring newly qualified teachers- National and international perspectives) (pp. 191–201). Oslo: Universitetsforlaget.
Hansèn, S. E. (2008, December). Rapport från den koordinerande programsensorn för lärarutbildningen vid Universitetet i Bergen (Report from external evaluator of the Teacher Education Program at the University of Bergen). University of Bergen, Bergen, Norway.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction. A narrative-biographical study on teacher socialization. Teaching and Teacher Education, 18, 105–120.
Orland-Barak, L. (2010). Learning-to-mentor-as-praxix. New York, NY: Springer.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Smith, K. (2005). Teacher Educators’ professional knowledge- How does it differ from teachers’ professional knowledge? Teaching and Teacher Education, 21, 177–192.
Smith, K. (2010). Mentorrollen – norske og internasjonale stemmer (Mentor role- Norwegian and International Voices). In K. Smith & M. Ulvik (Eds.), Veiledning av nye lærere- nasjonale og internasjonale perspektiver (Mentoring newly qualified teachers – National and international perspectives). Oslo: Universitetsforlaget.
Smith, K., Krüger, K. R., & Sagvaag, I. (2013, March). Mentoring in Norway. Paper presented at the Nordic Educational Research Association (NERA) Conference in Reykjavik, Iceland.
Smith, K., Ulvik, M., & Helleve, I. (2013). Førstereisen – Lærdom hentet fra nye læreres fortellinger (The first journey. Lessons learned from newly qualified teachers). Oslo: Gyldendal Akademisk.
Smith, K., Hansèn, S.E., Skagen, K., Jaspfors, J., Helleve, I., & Danielsen A. G. (2012, December). Mentorship and mentor education – Finnish and Norwegian perspectives. Paper presented at the World Educational Research Association (WERA) conference, Sydney.
Tillema, H., Smith, K., & Leshem, S. (2011). Dual roles – conflicting purposes: A comparative study on perceptions on assessment in mentoring relations during practicum. European Journal of Teacher Education, 34(2), 139–159.
Ulvik, M., & Smith, K. (2011). What characterise a good practice situation in teacher education? Education Inquiry, 2(3), 517–536.
Ulvik, M., & Sunde, E. (2013). The impact of mentor education: Does mentor education matter? Professional Development in Education, 39(5), 754–770.
Wenger. (2006). Communities of practice. Learning, meaning and identity (14th printing). Cambridge, USA: Cambridge University Press.
Zanting, A., Verloop, J. D., Vermunt, J. D., & van Driel, J. H. (1998). Explicating practical knowledge: An extension of mentor teachers’ roles. European Journal of Teacher Education, 21(1), 11–28.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Sense Publishers
About this chapter
Cite this chapter
Smith, K., Ulvik, M. (2015). An Emerging Understanding of Mentors’ Knowledge Base. In: Tillema, H., Westhuizen, G.J.v.d., Smith, K. (eds) Mentoring for Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-058-1_14
Download citation
DOI: https://doi.org/10.1007/978-94-6300-058-1_14
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-058-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)