Exploring a Conceptual Framework for Research on Induction and Mentoring: Combining Policy Enactment, Task Perception, and Agency

• In Event: Shifting Policy Contexts for Induction: Implications for Research and Practice

Abstract

It has been argued that research focusing teacher induction and mentoring is in need of theoretical renewal. This paper discusses the implications for a conceptual framework that analytically brings policy and practice levels together and that emphasizes the actors’ role and processes of sense making. . The framework is based on an interplay between the theoretical contributions of policy enactment (Ball, Maguire & Braun, 2012), task perception (Kelchtermans, 2009) and agency (Priestley& Biesta, 2013). These concepts are discussed in relation to each other, and applied to a planned study on a teacher registration reform process.

Authors

• Göran Fransson, University of Gävle

• Anneli Frelin, University of Gävle

• Jan Grannas, University of Gavle