Veiledningssamtaler med nyutdannede lærere: Hvilke tema prioriteres?
DOI:
https://doi.org/10.5617/adno.4903Keywords:
mentor(ing), veiledning, nyutdannet lærer, førsteårslærer(e), deltakerperspektiv, lærerveiledning, norsk veiledningsordningAbstract
Artikkelen rapporterer resultater fra en studie av veiledningssamtaler mellom 4 mentorer og 26 nyutdannede lærere som alle deltok i den norske veiledningsordningen for nyutdannede lærere. Foreløpig finnes det lite forskning på denne veiledningsordningen. Hensikten med denne studien er å undersøke problemstillingen: Hvilke tema prioriteres i veiledningssamtaler med nyutdannede lærere? Datamaterialet er lydopptak fra 72 veiledningssamtaler. Samtalene foregikk på skolene til forskningsdeltakerne. Innhold og mønster i veiledningssamtalene analyseres ved hjelp av prinsipper assosiert med Grounded Theory Method. Symbolsk interaksjonisme er teoretisk fortolkningsramme. Seks viktige temaområder for veiledningsdiskusjon med nyutdannede lærere peker seg ut. Denne artikkelen fokuserer på de tre områdene som deltakerne diskuterte mest: 1) Undervisning/Klasseledelse, 2) Læreres vurderingsarbeid, og 3) Rutiner i skoleorganisasjonen. En kvantifisering av tidsforbruket viste at deltakerne prioriterte og brukte mye tid på diskusjoner om arbeid knyttet til «Undervisning/Klasseledelse» (36 %) og «Læreres vurderingsarbeid» (20 %). Lærernes kvantitative vektlegging impliserer at diskusjon om lærerarbeidets nøkkeloppgaver dekkes i veiledningen av nyutdannede, noe som er i tråd med anbefalinger gitt i annen lærerveiledningsforskning. Vi vet imidlertid lite om kvaliteten på slike diskusjoner. En anbefaling for videre forskning er derfor å undersøke veiledningskvaliteten nærmere.
Nøkkelord: mentor; mentoring; veiledning; lærerveiledning; Veiledningsordningen for nyutdannede lærere
Mentoring conversations with Newly Qualified Teachers (NQTs): Which themes are prioritized?
Abstract
This article reports results from a study of mentoring conversations between 4 mentors and 26 Newly Qualified Teachers. They participated in a Norwegian mentoring program. While mentoring is an activity at the heart of teacher training, there is little research on mentoring of NQTs in the Norwegian context. The aim of this study is to investigate which themes are prioritized in mentoring conversations with Newly Qualified Teachers. The data material comprised audio recordings of 72 mentoring conversations that took place at the research participants’ schools. The content and emerging patterns of these mentoring conversations were analyzed in adherence to principles associated with Grounded Theory Method. The theoretical frame of symbolic interaction was employed to identify and interpret six important thematic areas of mentoring discussions with Newly Qualified Teachers, of which most frequently discussed are: 1) Teaching/Class management, 2) Assessment, and 3) Routines of the school organization. A quantification of time-use in mentoring showed that the participants used a great share of mentoring time on discussing themes related to key work tasks of teachers like “Teaching/Class Management” (36 %) and “Assessment” (20 %). Prevalence of these themes in the mentoring discussions is in alignment with previous research findings, but future research should consider the quality of mentoring discussion in similar contexts.
Key words: Mentor; Mentoring; Induction Program; Newly Qualified Teachers (NQTs)
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