Åpning av lukkede rom. En kvalitativ studie av innholdet og dialogene i veiledningssamtaler mellom nyutdannede lærere og lokale veiledere
Doctoral thesis, Peer reviewed
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- Institutt for pedagogikk 
Original versionBjerkholt, E. Åpning av lukkede rom. En kvalitativ studie av innholdet og dialogene i veiledningssamtaler mellom nyutdannede lærere og lokale veiledere. PhD thesis, University of Oslo, 2013
The title of this doctoral thesis is “Opening closed rooms. A qualitative study of the content and dialogues in mentoring sessions between newly qualified teachers (NQTs) and local mentors”. It is a case-study based on an explorative and multi-methodological design (Alvesson & Skjöldberg, 2008; Kvale, 1997; Merriam, 1998, 2009) and framed by sociocultural theory (Bakhtin, 2005; Dysthe, 1996, 2001; Vygotsky, 1978, 1986; Wertch, 1991, 1998). My main research question is: Which topics are they covering, and what are they focusing on in these mentoring sessions? • How do they establish common focus (the focusing-process)? • How do they reflect on the topics and foci with regard to different levels and perspectives? • What characterizes the relationship between the NQTs and their mentors in these mentoring sessions? I have studied eight NQTs and their mentors for one year. My analysis, discussions and conclusions are based on the NQTs’ written self-reports, sixteen mentoring sessions (oneto- one), followed by sixteen individual interviews with the NQTs, and six group mentoring sessions which were again followed by six group-interviews with the NQTs. I have used a voice-recorder as a tool in these data collections. The main results are: • The topics in the mentoring sessions consist of different important issues for competence building as teachers, teaching and for taking care of the pupils’ wellbeing and learning, e.g. collaboration with parents, issues related to teachingmethods, and questions about how to take care of pupils and their special needs. • The NQTs are satisfied with their teacher education regarding subject knowledge, but find the teacher profession more complex than they were prepared for. • There is a great deal of coherence between the topics in the mentoring sessions, the NQTs’ school context, and the NQTs’ responsibility as a teacher. The content in the mentoring depends upon whether the NQTs have responsibility as classteachers or if they are subject-teachers only. iv • The relationship between the NQTs and their mentors in the mentoring sessions is important for the NQTs’ benefit from these conversations. The participants need to establish a common goal for the mentoring. The mentoring sessions are seen by the mentees and the mentors as covering important issues. The topics are reflected upon from various perspectives, where the NQTs’ values, skills and knowledge play an important part.