Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Korhonen, Hanna; Heikkinen, Hannu L. T.; Kiviniemi, Ulla; Tynjälä, Päivi

doi:10.1016/j.tate.2016.10.011

Cited by 48 publications

(46 citation statements)

References 56 publications

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“…When the fast developing technology and computer and web based implementations are considered, it is relieving to hear pre-service teachers favor new technological implementations for teacher education. Findings from this study are in line with the findings of Korhonen et al (2017) and implications of Liu (2012).…”

Section: Online Collaborationsupporting

confidence: 89%

“…With such a process of socialization, teachers contribute to one another in theory and practice as well. A recent study by Korhonen et al (2017) had sessions with collaborative groups of peer mentoring groups and found that collaboration could reduce the anxiety of pre-and inservice teachers. Also they suggest that collaboration could lead to better professional development through mutual support.…”

Section: Pre-service Teacher Collaborationmentioning

confidence: 99%

See 1 more Smart Citation

Uygulama Öğretmenlerinin Hizmet Öncesi Öğretmenlere Kuram-Uygulama Boşluğu Desteği: Bir Çevrimiçi Uygulama

Yaylı

2018

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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Recent research has put much emphasis on the mentor teacher as an important stakeholder of the practicum period of teacher education. Also the issue of theory-practice gap has been studied in the field. With the developing technology in mind, this study aimed at investigating the mentor teacher support to pre-service teachers on theory-practice gap issues during the practicum. The qualitative data were collected through a) semi-structured interviews, b) online reflection and feedback, and c) a focus group interview. As a result of the content analysis, the emerging themes were mentor role vs. teacher role, knowledge of recent theory and personality traits. The findings were discussed under these sub-headings along with online collaboration among the participants. ÖzÖğretmen yetiştirme süreçlerinin önemli paydaşlarından biri olan okullarda uygulama öğretmenlerinin hizmet öncesi öğretmenlere vermiş olduğu destek son yıllarda bir çalışma konusu olmuştur. Aynı zamanda uygulama okullarında yaşanan kuram-uygulama boşluğu sorunu da çalışılmaktadır. Gelişen teknolojinin de ışığında, bu çalışmanın amacı uygulama öğretmenlerinin uygulama okullarında öğretmen adaylarına kuram-uygulama boşluğu açısından verdikleri desteği incelemektir. Bu nitel çalışmada veri a) yarı yapılandırılmış görüşmeler, b) bir çevrimiçi yansıtma ve dönüt ortamı ve c) bir odak grup görüşmesi yoluyla toplanmıştır. İçerik analizi sonucunda söz konusu destekle ilgili olarak ortaya çıkan alt başlıklar; danışman rolüöğretmen rolü, yeni kuramsal bilgi ve kişilik özellikleri olarak belirlenmiştir. Bulgular bu alt başlıklar ve çevrimiçi ortamda işbirliği açılarında yorumlanmıştır.Anahtar Sözcükler: Hizmet öncesi öğretmen yetiştirme, uygulama öğretmeni desteği, kuramuygulama boşluğu.* Bu çalışma Gavle, İsveç'te düzenlenen ATEE 2018 Yıllık Konferansı'nda sunulmuş ve Pamukkale Üniversitesi PAUBAP 2018KRM002-018 numaralı proje tarafından desteklenmiştir.

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Section: Online Collaborationsupporting

confidence: 89%

Section: Pre-service Teacher Collaborationmentioning

confidence: 99%

Uygulama Öğretmenlerinin Hizmet Öncesi Öğretmenlere Kuram-Uygulama Boşluğu Desteği: Bir Çevrimiçi Uygulama

Yaylı

2018

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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“…Tirri and Ubani (2013) state that teacher educators must guide pre-service teachers to reflect on their educational purposefulness from different points of view in a way that fosters contributions to the larger community. One example of this is described in the work of Korhonen, Heikkinen, Kiviniemi, and Tynjälä (2017), who found that providing a weekly meeting opportunity for pre-service and in-service teachers resulted in a sharing of expertise, providing tools for teacher identity development, and allowed for creating a definition of school community and a sense of purpose for all participants. One of the aims of reflection is reconciling the personal and professional side of being or becoming a teacher in order to develop one's teacher identity (Pillen, Beijaard, & Brok, 2013).…”

Section: Reflection As a Tool For Teacher Identity Developmentmentioning

confidence: 99%

Student Reflections on Teacher Identity Development in a Year-long Secondary Teacher Preparation Program

Hahl¹,

Mikulec

2018

AJTE

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This preliminary case study examines qualitatively the experiences of 20 participants enrolled in an international Englishmedium secondary teacher preparation program at a university in Finland and analyzes reflections on their teacher identity development. Multiple measures of data with triangulation were collected from course work, including reflection essays from 20 preservice teachers and a focus group interview with four of the preservice teachers. The data were analyzed with thematic analysis (Braun & Clarke, 2006) in order to find categories of factors that influenced the pre-service teachers' teacher identity development. The results indicate that the support especially from mentors and positive feedback from pupils during two teaching practicum periods, and the student teacher's passion for their own subject, were incremental in building confidence in one's teaching abilities. The participants also realized that they were in the beginning of their teacher identity development and were committed to lifelong learning.

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“…There is a concern that mentor teachers are not adequately prepared to work with preservice teachers and in-school experiences can differ from the methods and theories learned during undergraduate coursework (Hoffman et al, 2015). In addition, spaces that move beyond the traditional novice/expert dichotomy and allow for more collaboration among peers, as well as reflection and inquiry within a group, are being explored (Cochran-Smith & Lytle, 1999;Korhonen et al, 2017;Quesenberry et al, 2018). Therefore, an additional space to offer preservice teachers another perspective as they transition from university student, to student teacher, to teaching in their own classroom, was explored.…”

Section: Significance Of Studymentioning

confidence: 99%

“…In future online learning spaces, I (or any other facilitator), may need to "step up" the posting of critical comments. I approached this role with caution as I was hoping to maintain a balance among participants in order to break down the common hierarchies that often play out in education among novices/experts and university/schools (Cochran-Smith & Lytle, 1999;Flessner, 2014;Korhonen et al, 2017). I did not want to step into the role of an expert or dominate the online discussions.…”

Section: Resisting Moments Of Critical Conversationsmentioning

confidence: 99%

A Place To Grow: Examining Teachers’ Interactions In An Online Thirdspace

Belcher¹

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CHAPTER I: BACKGROUND TO THE STUDY My desire to become an educator began at a young age when I played school with my sister. We would always fight over who would be the teacher each time we played. My own schooling experiences only furthered my love of learning: I loved school and I admired all my teachers at that time, just as young children often do. In my elementary years, school was easy for me. In high school, I had to work hard and study often, but I was still a good student. I completed my assignments, I earned good grades, and continued to admire many of my teachers. At the same time, I began to recognize that not all teaching practices were effective in supporting my learning. In college, coursework became more challenging, as I was asked to think critically and comprehend deeply. This was something new for me as most of my schooling experiences centered around a banking model (Freire, 1970), in which I was expected to regurgitate information on a test. Since this had been a common part of my experiences as a student, upon entering college, I did not recognize the potential of other possibilities. As an elementary education major in college, I realized there is more to teaching than what I enacted playing school with my sister, what I interpreted as a student, or even what I learned during my undergraduate teacher education which began in 2002. I chose to participate in the Professional Development School (PDS) program during my final year at Illinois State University (ISU). I was excited for the opportunity to work closely with a mentor teacher in a district where technology was prevalent. I had heard many great testimonials from other PDS teacher candidates, I could not have imagined being prepared to teach in another student teaching placement. However, it was also during this time that I began to notice some conflicts between my own teaching and what I learned about during my undergraduate coursework. My perspective on teaching and what it meant to be a teacher continued to evolve as I began working in my

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Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Cited by 48 publications

References 56 publications

Uygulama Öğretmenlerinin Hizmet Öncesi Öğretmenlere Kuram-Uygulama Boşluğu Desteği: Bir Çevrimiçi Uygulama

Uygulama Öğretmenlerinin Hizmet Öncesi Öğretmenlere Kuram-Uygulama Boşluğu Desteği: Bir Çevrimiçi Uygulama

Student Reflections on Teacher Identity Development in a Year-long Secondary Teacher Preparation Program

A Place To Grow: Examining Teachers’ Interactions In An Online Thirdspace

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