Placement Mentors Making Sense of Research-Based Knowledge

Autor/in	Raaen, Finn Daniel
Titel	Placement Mentors Making Sense of Research-Based Knowledge
Quelle	In: Teacher Development, 21 (2017) 5, S.635-654 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2017.1308429
Schlagwörter	Mentors; Student Teachers; Teacher Education; Teacher Education Programs; Teacher Educators; Foreign Countries; Educational Research; Cooperating Teachers; Placement; Power Structure; College School Cooperation; Surveys; Elementary Schools; Secondary Schools; Partnerships in Education; Qualitative Research; Norway + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Ausland; Bildungsforschung; Pädagogische Forschung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Betriebspraktikum; Praktikum; Survey; Umfrage; Befragung; Elementary school; Grundschule; Volksschule; Sekundarschule; Hochschulpartnerschaft; Qualitative Forschung; Norwegen
Abstract	Placement mentors' role increasingly implies demonstrating to student teachers how research-based knowledge in combination with experience-based knowledge may be relevant in teachers' professional work. This is a challenge. Placement mentors are often unsure how to make sense of research-based knowledge. Frequently there is a mismatch between what they say they can do and what they actually show they are able to do. This paper explores how placement mentors' reasoning is formed by their lack of power to define what research-based knowledge consists of. The analysis in this paper is based on an investigation of the epistemological premises that placement mentors rely on when they validate research-based knowledge. The theoretical-analytical point of departure is Michel Foucault's conception of power-knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01