焦点小组
主题分析
挪威语
背景(考古学)
心理学
教育学
定性性质
医学教育
定性研究
包裹体(矿物)
社会学
医学
社会心理学
生物
机器学习
哲学
语言学
古生物学
计算机科学
社会科学
人类学
作者
Marianne Sandvik Tveitnes,Mette Hvalby
标识
DOI:10.1080/13540602.2023.2225442
摘要
There is global agreement that schools should be inclusive, however both experienced and inexperienced teachers find this challenging. In this study we explore how experienced teachers working as local mentors for newly qualified teachers (NQTs) address the challenges they face in an inclusive school. The study is designed as a qualitative study consisting of three different focus group discussions with three samples of mentors, and two surveys with one sample of mentors and one of NQTs. Data was collected in 2021, and descriptive analysis of the survey-data and thematic analysis of focus group discussions were conducted in 2022. Key findings indicate that the topics dominating NQTs supervision also challenge their mentors’ practices concerning 1) pupil behaviour and inclusive-adapted education, 2) inclusive classroom management and relationship building, and 3) inclusive parent-teacher cooperation. Furthermore, although the mentors acknowledge lack of expert knowledge, their self-efficacy is maintained due to professional mentoring-collaboration. An implication of the study is the need for recognising the mentoring process as a joint responsibility between all members of the professional community in schools, and not only a task for the assigned mentor.
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