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Practices of Teacher Induction (Part I):
Collaborative Practices of Mentoring
Thursday, 2014-09-04, 15:30-17:00
Room: B032 Anfiteatro
Chair: Hannu L. T. Heikkinen
Discussant: Lejo Swachten
Practices of Teacher Induction (Part I):
Collaborative Practices of Mentoring
Chair: Hannu L. T. Heikkinen (University of Jyväskylä, Finland)
7
MIN
13 MIN
Introduction
Understanding Mentoring and Teacher Induction: An Introduction to Practice Based
Approach
Hannu L. T. Heikkinen (Finnish Institute for Educational Research, University of Jyväskylä, Finland)
Stephen Kemmis (Charles Sturt University, Australia)
18 MIN
The Finnish Peer-Group Mentoring Model
Matti Pennanen (Finnish Institute for Educational Research University of Jyväskylä, Finland), Ilona Markkanen (Finnish Institute for
Educational Research University of Jyväskylä, Finland), Kendra Geeraerts (Universiteit Antwerpen, Belgium) and Päivi Tynjälä (Finnish
Institute for Educational Research University of Jyväskylä, Finland)
15 MIN
The Menus of Paedeia Cafés
Mustafa Ulusoy (Gazi University, Ankara, Turkey), Eva Rhöse Martinsson (Karlstad University, Sweden), Ulla Kiviniemi (Department of
Teacher Education, University of Jyväskylä, Finland) and Matti Pennanen (Finnish Institute for Educational Research, University of Jyväskylä,
Finland)
10 MIN
Preliminary Experiences of “Paedeia Café” – Self-Evaluation as an Aspect of Peer-Group
Mentoring
Per Holst-Hansen (Professionshøjskolen University College Syddanmark, Esbjerg, Denmark), Steffen Mack Rønne (Professionshøjskolen
University College Syddanmark, Esbjerg, Denmark), Dárida Maria Fernandes (Escola Superior de Educação do Politécnico do Porto, Portugal),
Maria Inês Ribeiro Basílio de Pinho (Escola Superior de Educação do Politécnico do Porto, Portugal)
7 MIN
Discussant: Lejo Swachten
20 MIN
GENERAL DISCUSSION
Induction
’in’+ ‘ducere ‘
(Latin) "lead into, bring in, introduce, conduct,
persuade,"
(c.1800); military service
(c.1400) "formal installation of a clergyman,”
(Online Etymology Dictionary) www.etymonline.com
Induction
• a type of training or program given as an initial
preparation upon taking up a post
• to help integrate the new employee socially among
other employees
• to introduce the individual to key employees and
give an impression of the culture of the organisation
• to socialise and brief the newcomer on the overall
strategy and practices of the workplace
Practice
Latin practicare "to do, perform, practice,"
Medieval Latin praxis "practice, exercise, action"
(mid-13c., opposite of theory)
Greek praxis "practice, action, doing"
Online Etymology Dictionary www.etymonline.com
Understanding Mentoring and Teacher Induction:
An Introduction to Practice Based Approach
Presented September 4th in ECER2014, Porto, Portugal
Hannu L. T. Heikkinen (University of Jyväskylä, Finland)
Stephen Kemmis (Charles Sturt University, Australia)
Practice theories
• practice theories are a set
of conceptual tools and
methodologies for
investigating, analysing,
and representing
everyday practices
Davide Nicolini (2013)
Davide Nicolini (2013)
• Practices as physical and material actions
– performance, work, activities and activity systems
• Practices embedded in knowledge, meaning and discourse
– language and discourses
• Practices formed through human conflict and politics
– Power and solidarity are constitutive elements of all practices (e.g. PostMarxian Praxis)
The theory of
practice architectures
(Kemmis & Grootenboer 2008)
• study of practices in terms of
– the material-economic preconditions (‘doings’)
– the cultural-discursive preconditions (‘sayings’)
– the social-political preconditions (‘relatings’ )
Practice
– Human activity, where arrangements of action and
activities (doings), arrangrements of discourses
(sayings) and arrangements of relationships
(relatings) ’hang together’
Kemmis, S. & Heikkinen, H. 2012.
Future perspectives: Peer-Group Mentoring
and international practices for teacher
development. In: H. Heikkinen, H. Jokinen & P.
Tynjälä (Eds.) Peer-Group Mentoring for
Teacher Development. Milton Park: Routledge,
144-170.
Kemmis, S., Heikkinen, H., Aspfors, J.,
Fransson, G. & Edwards-Groves, C. 2014.
Mentoring as Contested Practice: Support,
Supervision and Collaborative Selfdevelopment. Teaching and Teacher Education
43, 154-164.