About the project
Based on research and theory on approaches to the teacher role, skills new teachers need to master, use of video for teachers' professional development, observation in mentoring and about newly qualified teachers as recourses in the professional community, five sets of tools are developed:
1. Tools related to a decision simulator where new teachers are faced with challenging cases and make decisions that are related to different approaches to the teacher role.
2. Tools that provide insight into pupils' experiences with mentees' practice, compiled with the mentees' self-report.
3. Tools for structured use of video for professional development together with pupils, peers and mentors.
4. Tool for structured lessonplanning, observation of teaching and use of observations in mentoring.
5. Tools for use by school leaders, mentors an mentees aimed at recognizing and developing newly qualified teachers as a resource in the professional community at their own school.
Use of the tools by mentees and mentors are followed up with interviews, observations and surveys.
Background
The project started as a part of a pilot project supported by NFR (No. 237863), which examined learner feedback to teacher students and the use of such feedback in mentoring. The development of the tools is based on research on mentoring, on novice teachers and on teaching. How the tools can contribute to new teachers’ professional development is followed up with interviews, observations and questionnaires. The project will start in 2019 and will end in 2023.
Financing
The project is funded by the Norwegian Research Council.
Cooperation
The project is based in the research group Teacher Professionalism and Educational Change: Practices, Purposes, Policies (TEPEC) at the Faculty of Educational Sciences, in cooperation with College of William and Mary, Williamsburg, USA and the University of Oslo's partner schools for teacher education.