目光相遇:教师教育学位项目三位一体指导中的权力关系

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH
Lena Manderstedt, Sara Viklund, Annbritt Palo, Hanna Lillsebbas
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引用次数: 0

摘要

本研究强调并讨论了瑞典教师教育学位项目中三位一体指导的话语中所识别的权力方面。每个师徒三位一体由一名职前教师、一名作为联合导师的专业教师和一名大学导师组成。由于教师教育要以科学的基础和经过证实的经验为基础,因此要采用一种对称和互补的方法。使用CDA对来自访谈、日志和指导观察的数据进行语篇分析。主要有两种论述:科学霸权论和通往专业和科学的门户:潜在的第三空间论。研究表明,学术范式倾向于掩盖对称和互补的方法,但第三个空间,即参与者舒适区之外的隐喻性会议,可能通过职前教师对过程的所有权来平衡师徒三位一体。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Meeting eye to eye: the power relations in triadic mentoring of the degree project in teacher education
ABSTRACT This study highlights and discusses power aspects within discourses discerned in articulations on triadic mentoring in degree projects in teacher education in Sweden. Each mentoring triad consisted of a pre-service teacher, a professional teacher acting as co-mentor, and a university mentor. As teacher education is to be based on a scientific foundation and proven experience, a symmetrical and complementary approach was to be implemented. Data from interviews, logbooks, and observations of mentoring were analysed discursively using CDA. Two main discourses were distinguished: The hegemony of science, and A gateway to the profession and science: The potential third space. The study shows that the academic paradigm tends to overshadow the symmetrical and complementary approach, but that the third space, the metaphorical meeting outside of the participants’ comfort zone, potentially balances up the mentoring triads through the pre-service teachers’ ownership of the process.
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来源期刊
MENTORING & TUTORING
MENTORING & TUTORING EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
33.30%
发文量
36
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