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 MentoringChair: Hannu L. T. Heikkinen (University of Jyväskylä, Finland)

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)

The Finnish Peer-Group Mentoring ModelMatti 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)

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)

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)

Discussant: Lejo Swachten

GENERAL DISCUSSION

7 MIN

13 MIN

18 MIN

15 MIN

10 MIN

7 MIN

20 MIN

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. Post-

Marxian Praxis)

• study of practices in terms of

– the material-economic preconditions (‘doings’)

– the cultural-discursive preconditions (‘sayings’)

– the social-political preconditions (‘relatings’ )

The theory of

practice architectures (Kemmis & Grootenboer 2008)

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 Self-

development. Teaching and Teacher Education

43, 154-164.