School-Based Mentors Becoming Teacher Educators: The First Meeting on the Boundary in a Third Space

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Theorizing and Reflecting on Teaching and Learning

Abstract

School-based mentors are responsible in facilitating pre-service teachers’ learning in field practice. This study’s purpose is to explore new school-based mentors’ start-up phase through participating in an online teacher professional development (OTPD) program in mentoring. This OTPD program is perceived as a third space. 59 Norwegian teachers experience after the start-up seminar are analyzed and interpreted using theories of boundary crossing and the cultural historical activity theory (CHAT). Preliminary analysis reveals connected as the overall category with engagement, collaboration and, professional development as main categories. The categories are connected to each of the four learning mechanisms: reflection and connected, identification and engagement, coordination and collaboration, and transformation and professional development.

Author

• Karen Birgitte Dille, The Norwegian University of Science and Technology