01 SES 10 A, Symposium: Research on Practices of Teacher Induction, Part 1
The aim of this presentation is to describe and compare practices of mentoring in Estonia, Finland and Norway. More explicitly we will shed light on NQTs and mentors’ experiences of participating in mentoring through using the theory practice architecture, developed by Stephen Kemmis (i.e. Kemmis & Grootenboer, 2008). The theory comprises three dimensions (1) the semantic dimension (in which it is possible to say things and be understood), (2) the dimension of physical space-time (in which it is possible to do relevant activities), and (3) the social-political dimension (in which it is possible to relate appropriately to others in the practice). Data has been collected from three sites; the Swedish speaking area of Finland, Tallin and the Oslo/Akershus region. The data has been analyzed comparatively by the presenters who have been NQT-COME network members since 2009. Through the lens of ‘sayings’, ‘doings’ and ‘relatings’ a picture is shaped that better helps us understand the meaning of mentoring as practice.
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