Uddannelse til kompetente mentorer for nyuddannede lærere
DOI:
https://doi.org/10.7146/lup.v7i2.132894Nøgleord:
Mentoruddannelse, mentorkompetencer, nyuddannede lærere, educative mentoringResumé
Artiklen giver overblik over nyere viden om mentoruddannelser for lærere, der skal give kompetencer til at understøtte nye læreres fortsatte professionelle udvikling. Igennem et litteraturstudie er følgende centrale temaer for uddannelsen fremkommet:
1) ”Refleksion og kritisk tilgang” i forhold til a) teori, b) lære nye lærere at reflektere og have en kritisk tilgang til refleksionen og c) metarefleksion over egen mentoring. 2) ”Metoder – Inquiry based, aktionslæring og educative mentoring med et trifokalt blik”. 3) ”Faglige elementer”, forstået som a) teoretisk viden om mentoring, b) kommunikationsviden og færdigheder, c) observation og dataindsamling, d) arbejde med teori-praksiskoblingen, e) viden om didaktik, undervisning og læring og f) viden om voksenundervisning. 4) ”Relationer”, kunne forstå og tackle relationer, både egne og andres.
Abstract
This article provides an overview of recent knowledge of mentoring programs that qualifies teachers to become competent mentors for newly qualified teachers´ continual professional development.
Through a literature study, the following central themes for the education have emerged: 1) “Reflection and critical approach” in relation to a) theory, b) teaching new teachers to reflect and have a critical approach to reflection and c) meta-reflection on one’s own mentoring. 2) “Methods – Inquiry based, action learning, and educative mentoring with a trifocal perspective”. 3) “Means”, understood as a) theoretical knowledge about mentoring, b) communication knowledge and skills, c) observation and data collection, d) work with the theory-practice connection, e) knowledge about methods and approaches, teaching and learning and f) knowledge about adult education. 4) “Relationships”, be able to understand and tackle relationships both own and others.
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