一个在线教师专业发展计划，作为新的校本导师的边界工艺品

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mentoring and Coaching in Education Pub Date : 2022-08-09 DOI:10.1108/ijmce-11-2021-0105

K. Dille

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引用次数: 1

摘要

目的本研究旨在探索挪威新的校本导师在在线教师专业发展（OTPD）辅导计划中的经验。重点是OTPD计划如何作为一个边界人工制品来加强大学与合作学校之间的一致性。设计/方法/方法使用了持续的比较分析来检查21名学校导师的经验，以及该计划是如何作为一种人工制品来加强教师和教育领域之间的一致性的。根据文献、OTPD和边界跨越理论对研究结果进行了解释。调查结果显示，检察官办公室方案充当了一个边界人工制品。通过参与，新的校本导师感觉自己是一个社区的一部分，认同自己是教师教育者。因此，该方案促进了他们对自己作为教师教育者的新角色的理解。发现了两个主要的紧张关系：首先，抵制与学校的校本导师和更喜欢在当地与自己的同事合作的参与者进行在线合作；其次，学校和大学的不同技术扰乱了参与者的体验。总的来说，这项研究强调了大学辅导员支持参与者在OTPD计划中发展的价值。原创性/价值本研究提供了对教师在成为校本导师时的OTPD的理解，并可能有助于提高大学的教师教育质量。这项研究还强调了加强学校导师与大学校园之间联系的重要性。

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An online teacher professional development programme as a boundary artefact for new school-based mentors

PurposeThe study aims to explore the experiences of new school-based mentors in Norway of an online teacher professional development (OTPD) programme in mentoring. The focus was on how the OTPD programme worked out as a boundary artefact to strengthen the coherence between a university and partner schools.Design/methodology/approachConstant comparative analysis was used to examine 21 school-based mentors' experiences and how the programme worked out as an artefact to strengthen the coherence between the teacher and education arenas. The findings were interpreted considering the literature and OTPD and boundary-crossing theories.FindingsThe findings revealed that the OTPD programme served as a boundary artefact. By participating, the new school-based mentors felt part of a community, identifying as teacher educators. Thus, the programme mediated their understanding of their new role as a teacher educator. Two main tensions were found: first, resistance towards online collaboration with school-based mentors across schools and participants that preferred to work locally with their own colleagues and, second, different technologies at the schools and the university disrupting the participants' experiences. Overall, this study emphasised the value of a facilitator from the university supporting the participants' development in the OTPD programme.Originality/valueThis study provides an understanding of teachers' OTPD when at the boundary of becoming school-based mentors and may contribute to enhancing universities' quality of teacher education. This study also highlights the importance of stronger connections between school-based mentors and their university campuses.

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来源期刊

International Journal of Mentoring and Coaching in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

33.30%

发文量

期刊介绍： The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.