Uppeldi og menntun - 01.07.2013, Blaðsíða 34

Uppeldi og menntUn/icelandic JoUrnal of edUcation 22(2) 201334
leiðsögn kennaranema – stefnUr og straUmar
Greinin barst tímaritinu 28 . febrúar 2013 og var samþykkt til birtingar 7 . maí 2013
UM HÖfUnDinn
Ragnhildur Bjarnadóttir (rab@hi.is) er dósent í uppeldissálarfræði á Menntavísindasviði
Háskóla Íslands. Hún lauk kennaraprófi frá Kennaraskóla Íslands árið 1966, kandí-
datsprófi í uppeldissálarfræði frá Danmarks Lærerhøjskole árið 1989 og doktorsprófi
frá Danmarks Pædagogiske Universitet árið 2002. Hún hefur stundað rannsóknir á
áhugamálum og námi unglinga utan skóla, á illri meðferð á börnum og unglingum
á opinberum stofnunum á árunum 1945–1994 og á kennaramenntun, annars vegar
á þróun starfhæfni og fagmennsku kennaranema og hins vegar á leiðsögn kennara-
nema í vettvangsnámi.
Mentoring preservice teachers – theoretical perspectives
abstract
In the past three decades many theories about mentoring student teachers and newly
qualified teachers have emerged, involving new perspectives on the goals of peda-
gogical mentoring. The traditional role of mentor teachers has been to instruct, advise
and support student teachers in the classroom. Since the 1980s, however, the role of
mentors has begun to include support for student teachers’ professional and person-
al development, and the focus has shifted from adaptation to the job to the student
teacher’s learning, through reflections about own actions, knowledge and values. In
the new millennium the learning objectives of mentoring have been discussed and
reviewed, without rejecting ideas about reflection. The methods and goals of “reflec-
tion theories” are criticized for being too cognitive and individualistic; more empha-
sis should be put on the personal aspect of being a teacher, as well as the social and
cultural aspects of teacher learning and mentoring. Many scholars are inspired by
situated learning theories and argue that knowledge is always tied to the social and
cultural context in which it is learned. According to that perspective, teacher learn-
ing means moving towards a new understanding and changed participation in social
activities. Definitions of mentoring have been reconsidered; terms such as co-mentor-
ing, collaborative mentoring and peer-mentoring reflect these changes.
The aim of my study is to shed light on different perspectives of the goals of mentoring
student teachers, and thereby give insight into the pedagogy of mentoring within the field
of teacher education . The first step was to explore recent literature on the mentoring
of student teachers, and newly qualified teachers. My conclusion was that four types
of learning objectives can be defined, which now seem to be dominant in this literature.
They are: