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Tutors seen through the eyes of mentors assumptions for participation in third space in teacher education

Helleve, Ingrid; Ulvik, Marit
Peer reviewed, Journal article
Accepted version
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URI
https://hdl.handle.net/1956/21862
Date
2019
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  • Department of Education [255]
Original version
https://doi.org/10.1080/02619768.2019.1570495
Abstract
The aim of this Norwegian study is to get a deeper understanding of the assumptions for building third spaces in teacher education. Learning in different contexts may open for development of new knowledge in the third space through intersubjectivity based on confidence, respectful disagreement and a common aim. This is the backdrop for the current study where a group of mentors with and without mentor education are interviewed focusing on tutors’ competences and responsibilities. Findings show that mentors have an unclear understanding of who the tutors are. Experiences from teaching are essential for mentors’ understanding of tutors as respectful collaborators. Educated mentors value theoretical knowledge and research higher than non-educated. The conclusion is that tutors and mentors should have knowledge about and respect for each-others’ competence and responsibilities and that mentor education is a promising assumption for building third spaces and developing a pedagogy for teacher education.
Publisher
Taylor & Francis
Journal
European Journal of Teacher Education
Copyright
Copyright 2019 Association for Teacher Education in Europe

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