Work-Based Learning Partnerships: Mentor-Teachers' Perceptions of Student Teachers' Challenges

Autor/inn/en	Lindqvist, Henrik; Weurlander, Maria; Barman, Linda; Wernerson, Annika; Thornberg, Robert
Titel	Work-Based Learning Partnerships: Mentor-Teachers' Perceptions of Student Teachers' Challenges
Quelle	In: Educational Research, 65 (2023) 3, S.392-407 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lindqvist, Henrik) ORCID (Weurlander, Maria) ORCID (Barman, Linda) ORCID (Wernerson, Annika) ORCID (Thornberg, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2023.2234384
Schlagwörter	Mentors; Student Teachers; Teacher Student Relationship; Student Teacher Attitudes; Learner Engagement; Cooperating Teachers; Adjustment (to Environment); Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher student relationships; Lehrer-Schüler-Beziehung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Ausland; Schweden
Abstract	Background: For prospective teachers, the school-based learning component of their teacher education programme is a crucial, and often demanding, part of becoming a teacher. During this time, mentor-teachers work in close collaboration with student teachers, who are often teaching in an actual school setting for the first time. As the relationship between mentor-teacher and student teacher is pivotal to the quality of work-based learning and to supporting the professional development of prospective teachers, more needs to be understood about this complex dynamic. Purpose: Our study aimed to contribute to this area by investigating, from the viewpoint of mentor-teachers, how student teachers respond to the demands of work-based learning. It had a particular focus on mentor-teachers' perceptions of student teachers' emotional challenges associated with teaching and engagement. Methods: Data consisted of interviews with 22 experienced mentor-teachers from five different municipalities. Data were analysed qualitatively, using tools aligned with a constructivist grounded theory approach. Findings: Describing teaching as a complex practice, the mentor-teachers regarded proactive engagement in developing professionalism, and ability to make appropriately differentiated adjustments to their teaching as important criteria in their evaluation of student teacher progression. The mentor-teachers described student teachers' emotional challenges in relation to these and discussed support strategies. Conclusions: The findings of the study highlight the complex dynamic of work-based learning and the key role that mentor-teachers can play in supporting the development of prospective teachers entering the profession, including the navigation of emotionally challenging situations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01