About the project
This project investigates the assessment and mentoring of pre-service teachers teaching practice. Starting from the standpoint of school based mentor teachers, the study aims to explore what mentors know, do and reflect around assessment of pre-service teachers didactic competencies. The study further seeks to explore the institutional powers of the teacher education, and how these shape the mentors assessments.
Part of the Quality teaching practicum-project
Background
This project uses an institutional ethnographic approach, where the goal is to understand the interplay between institutional structures and peoples experiences. The data will be collected through interviews, observation, field notes and reflection diaries, and the sample consists of mentors and teacher students.
Aims
The aim of this study is to gain insight into what didactic teacher competencies are emphasized in assessment and mentoring of pre-service teachers’ teaching practice, and what this can tell us about the competencies the teacher education equips future teachers with.
