scholarly journals Mentoring for Newly Qualified Teachers in Sweden: Reforms and Challenges

2020 ◽  
pp. 177-197
Author(s):  
Göran Fransson
Keyword(s):  
Methodological Approach ◽  
National Agency ◽  
Web Based ◽  
Qualified Teachers ◽  
Teachers Union ◽  
Four Levels ◽  
The Right ◽  
Key Events ◽  
Educational Agenda ◽  
Newly Qualified Teachers

This article focuses on the mentoring of newly qualified teachers (NQT) in Sweden and gives a brief historical overview of how mentoring has appeared on the educational agenda in Sweden and how its focus has changed over time. The research questions that guide this study are: (a) what major key events and reforms can be identified in relation to implementing mentoring of NQTs in Sweden, and how have these efforts turned out; (b) what is the state at present; (c) how is the issue of education and training dealt with; and (d) what key players and initiatives for the future can be identified? The methodological approach is a systematic review of policy documents and research on mentoring in Sweden from 1970–2019, as well as analyses of key actors web pages. Two important reforms are identified: (1) the national agreement (ÖLA, 2000) in 1995 between the Swedish Association of Local Authorities (SALAR), the National Union of Teachers in Sweden (Lärarnas Riksförbund) and the Swedish Teachers’ Union (Lärarförbundet), giving NQTs the right to be supported by a mentor and to participate in an induction programme; and (2) the parliamentary decision in 2011 to introduce a reform package which included teacher registration with a probationary year, evaluations of NQTs and a mentoring system. The probationary year and principals’ evaluations of NQTs were discontinued in 2014. A side effect of this was that mentoring became downplayed, which led to new initiatives to get mentoring back on the educational agenda. A professional programme with four levels of proficiency has been identified as a key reform that, if implemented, could put mentoring and the professional development of NQTs back on the educational agenda. The current situation in Sweden is that some legislation and regulations related to the mentoring of NQTs are in place, although recent data shows that induction and mentoring are not as widespread as might be expected. Major stakeholders such as the two teacher unions, the Swedish National Agency for Education and the Swedish Educational Broadcasting Company (UR) are identified as providers of web-based materials supporting NQTs.

scholarly journals Induction and Mentoring of Newly Qualified Teachers in Kindergartens and Schools in Norway

2020 ◽  
pp. 151-176
Author(s):  
Eva M. Bjerkholt ◽  
Knut-Rune Olsen
Keyword(s):  
Methodological Approach ◽  
Ministry Of Education ◽  
Roles And Responsibilities ◽  
Qualified Teachers ◽  
History Of ◽  
Research Questions ◽  
Developmental Traits ◽  
Regional Authorities ◽  
And Training ◽  
Newly Qualified Teachers

This article presents the main features of, and analyzes the work on, facilitating induction and mentoring for newly qualified teachers (NQTs) in Norway. The methodological approach is a review of a variety of sources of political, scientific and professional nature. The article addresses the following research questions: What characterizes the different milestones in the history of induction and mentoring in Norway? Which stakeholders have been active partners in the policymaking, and how has this contributed to changing and developing the national program for induction and mentoring for NQTs in Norway? The narrative on induction and mentoring in Norway can be divided into four periods, or as we have chosen to call them, milestones. Although each milestone has distinct developmental traits and challenges, our analysis shows some pervasive features that have characterized the work throughout the whole history of induction and mentoring for NQTs in Norway. First, state authorities, represented by the Ministry of Education and Research and the Directorate of Education and Training, have played a key role in leading and facilitating cooperation between the stakeholders. Furthermore, there has been a clear distribution of roles and responsibilities between employee organizations, regional authorities and teacher education institutions. The history of induction and mentoring in Norway is one of many examples where education, research and politics are intertwined. In 2021, the results of a comprehensive national survey will be published and discussed between the stakeholders before further policy decisions are made.

scholarly journals Online (web-based) education for mentors of newly qualified teachers

2016 ◽  
Vol 5 (2) ◽  
pp. 111-126 ◽  
Author(s):  
Göran Fransson
Keyword(s):  
Online Education ◽  
Meaning Making ◽  
Theory And Practice ◽  
Online Course ◽  
Web Based ◽  
Content Type ◽  
Qualified Teachers ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Newly Qualified Teachers

Purpose – The purpose of this paper is to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs). Design/methodology/approach – A mixed-method approach with questionnaires and interviews was used to collect the data. Findings – Positive attitudes towards online education were discerned and initial concerns about the use of technical tools were dissipated during the course. It was found that the mentoring-related content of the online course could be mediated. The most significant difference in the participants’ meaning making and ability to “connect theory and practice” with “concrete knowledge” was between those with experience of mentorship before or during the course and those without. Research limitations/implications – The study focuses on one cohort of mentor participants (n=18) attending one mentor education course. Practical implications – The paper contributes to the value of online education for mentors of NQTs and includes some practical recommendations for mentor education providers. Originality/value – This paper reports on an under-researched area. Research on professional development programmes for mentors in general is limited, and even more so when it comes to online education for mentors.

Rancang Bangun Sistem Penerimaan Dan Mutasi Barang Pada PDAM Tirta Kerta Raharja

Sensi Journal ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 236-246
Author(s):  
Ilamsyah Ilamsyah ◽  
Yulianto Yulianto ◽  
Tri Vita Febriani
Keyword(s):  
System Analysis ◽  
Object Oriented ◽  
Analysis Method ◽  
Web Based ◽  
Visual Modeling ◽  
Long Time ◽  
The Right ◽  
And Control ◽  
Web Based System ◽  
The Web

The right and appropriate system of receiving and transferring goods is needed by the company. In the process of receiving and transferring goods from the central warehouse to the branch warehouse at PDAM Tirta Kerta Raharja, Tangerang Regency, which is currently done manually is still ineffective and inaccurate because the Head of Subdivision uses receipt documents, namely PPBP and mutation of goods, namely MPPW in the form of paper as a submission media. The Head of Subdivision enters the data of receipt and mutation of goods manually and requires a relatively long time because at the time of demand for the transfer of goods the Head of Subdivision must check the inventory of goods in the central warehouse first. Therefore, it is necessary to hold a design of information systems for the receipt and transfer of goods from the central warehouse to a web-based branch warehouse that is already database so that it is more effective, efficient and accurate. With the web-based system of receiving and transferring goods that are already datatabed, it can facilitate the Head of Subdivision in inputing data on the receipt and transfer of goods and control of stock inventory so that the Sub Head of Subdivision can do it periodically to make it more effective, efficient and accurate. The method of data collection is done by observing, interviewing and studying literature from various previous studies, while the system analysis method uses the Waterfall method which aims to solve a problem and uses design methods with visual modeling that is object oriented with UML while programming using PHP and MySQL as a database.

scholarly journals Shared jurisdiction between veterinarians and aqua medicine biologists in fish health—a Norwegian model for inter-professional and cross-sectoral collaboration

2020 ◽  
Author(s):  
Wenche M. Kjæmpenes
Keyword(s):  
Scientific Knowledge ◽  
Disease Outbreaks ◽  
Early Response ◽  
Marine Science ◽  
Fish Health ◽  
Fish Diseases ◽  
Aquaculture Industry ◽  
The Right ◽  
The University ◽  
Key Events

Abstract This article investigates, using a sociology of profession approach, why veterinarians and aqua medicine biologists share jurisdiction in fish health in Norway. I use a five-actor framework to highlight key events in the development of the Norwegian model for inter-professional and cross-sectoral collaboration in fish health. Veterinarians were initially the only profession involved in fish health. However, in the late 1980s, the Norwegian aquaculture industry suffered great losses due to significant disease outbreaks. Lack of scientific knowledge about the disease causing the outbreaks, Hitra disease, and lack of veterinary capacity to cope with the problem resulted in a situation in which veterinarians continued, as an early response to the disease, to use antibiotic-based therapies. The marine science milieu, with support from the aquaculture industry, instituted a vaccine solution to the endemic Hitra disease in 1987. This scientific breakthrough had major impacts on combatting fish diseases and on the further development of vaccines. New vaccine solutions for other diseases, such as furunculosis, were developed by international and multidisciplinary collaboration. Over a 7-year period, the use of antibiotic-based therapy was dramatically reduced. The control of fish diseases is aquaculture’s X factor, and without these vaccine solutions and regulation regimes, the story of Norwegian aquaculture could have been different. The successful development of the Hitra disease vaccine enabled the marine science milieu at the University of Bergen and the University of Tromsø to establish a new programme of education for aqua medicine biologists based on their own scientific knowledge base. However, their struggle for shared jurisdiction, including the right to prescribe veterinary medicine, lasted nearly 20 years. In 2005, veterinary legislation was amended, and in addition to medical doctors, dentists and veterinarians, aqua medicine biologists, as the fourth profession in Norway, gained the right to prescribe medical products. I argue that the experience in Norway, where professionals from two different sectors share jurisdiction and work side by side in fish health, is worth examining as a model for organizing inter-professional and cross-sectoral collaboration.

scholarly journals Rerouting the Narrative: Mapping the Online Identity Politics of the Tamil and Palestinian Diaspora

2018 ◽  
Vol 4 (1) ◽  
pp. 205630511876442 ◽  
Author(s):  
Priya Kumar
Keyword(s):  
Identity Politics ◽  
International System ◽  
Transnational Advocacy ◽  
Online Identity ◽  
Web Based ◽  
Web Presence ◽  
Transnational Advocacy Networks ◽  
Mainstream Media ◽  
Identity Based ◽  
The Right

Drawing on the e-Diasporas Atlas project ( www.e-diasporas.fr ) and original empirical research, this study examines the complex role of the World Wide Web in supporting and enabling new types of diaspora identity politics. It compares the online identity politics of two conflict-generated diasporas: Tamils and Palestinians. Both of these stateless diaspora communities maintain a strong web presence and have mobilized around various secessionist attempts, grievance narratives, issue-agendas, and calls for the right to self-determination that have garnered significant attention from the international community and mainstream media in recent times. Analytical concepts from transnational advocacy networks (TANs) and social movement literature are used to draw attention to the dynamic identity-based processes and framing mechanisms that connect diasporic demands and political claims across online and offline environments. The data combine Tamil and Palestinian e-Diasporas hyperlink network maps with web-based content analysis and key respondent interviews. The study argues that online diasporic exchanges transcend host–homeland territorial boundaries and invite comparatively expressive forms of identity-based political engagements that are simultaneously both deeply local and digitally global. In particular, the analysis demonstrates that human rights–based language offers a unique streamlining bridge between various locales, countries of settlement, and the international system more broadly.

Doctoral capital and well-being amongst Australian PhD students: exploring capital and habitus of doctoral students

2021 ◽  
Vol 121 (3) ◽  
pp. 322-336
Author(s):  
Wayne Usher ◽  
Brittany A. McCormack
Keyword(s):  
Doctoral Students ◽  
Social Reproduction ◽  
Methodological Approach ◽  
Well Being ◽  
Cross Sectional ◽  
Content Type ◽  
Social Reproduction Theory ◽  
Self Confidence ◽  
The Right ◽  
Australian Universities

PurposeThe Higher Degree Research (HDR) journey is known for its difficulties, complexities and challenges (Lees-Deutsch, 2020), with many students experiencing multi-faceted issues and concerns (Skopek et al., 2020). Therefore, the purpose of this research is to investigate the relationships that exist between variables, vulnerability factors and doctorial capital of candidates (n = 532) studying at Australian universities (2019).Design/methodology/approachA quantitative cross-sectional correlational research design and Bronfenbrenner's socio – ecological framework (personal, home, university, community) was utilised to collect participants' (n = 532) descriptive statistics. Bourdieu's social reproduction theory was used as a lens to examine how experiences, across the PhD candidature, are influenced by several psychosocial factors and doctoral capital.FindingsFrom such a dual methodological approach, the findings from this study suggests that (1) age, (2) gender, (3) nationality, (4) financial/work status, (5) years of PhD and (6) attending postgraduate (PG) student events, go to significantly (p < 0.001) impact (positively and negatively) on students' experiences and correspondingly, impacts on their self-confidence, motivation and mental health and well-being status.Research limitations/implicationsResearch limitations are related to the recruitment of more doctoral students across more Australian universities. Further research is required from HDR supervisors, so as to “balance” the experiences of the PhD journey in higher education.Practical implicationsIn order to succeed in academia and HDR programs, students need to identify with and develop the “right kind of capital” to successfully navigate fields of social and scholarly play. Investigating how the participants perceive their social and scholarly habitus is seen as crucial in helping students to develop positive dispositions relevant to being a doctoral student.Social implicationsThe concept of doctoral capital and well-being, amongst Australian PhD students, is under researched and requires further investigation as a precursor to developing more specific policy designs aimed at providing heightened positive learning environments/HDR programs tailored to support doctoral students.Originality/valueWhilst reforms to improve PhD experiences are well established across the international literature (Geven et al., 2018; Skopek et al., 2020), evidence for Australia is largely missing. It is envisaged, that findings from this research will further assist in the development of quality policies that would go to provide effective services and support for doctoral students within Australian universities.

scholarly journals Newly qualified teachers’ professional learning through practitioner enquiry

2017 ◽  
Vol 6 (3) ◽  
pp. 242-260 ◽  
Author(s):  
Dean Robson ◽  
Peter Mtika
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Education Institution ◽  
Initial Teacher Education ◽  
Policy And Practice ◽  
Content Type ◽  
Qualified Teachers ◽  
Teacher Education Institution ◽  
Pupil Learning ◽  
Newly Qualified Teachers

Purpose The purpose of this paper is to focus on a partnership-based mentoring model and the learning experiences of participant mentees and mentors. As part of the project, newly qualified teachers (NQTs) were supported to develop and implement a practitioner enquiry (teacher/action research) in a learning community involving two local authorities and an initial teacher education institution. Design/methodology/approach Qualitative data were collected from five semi-structured focus group interviews with key participant groupings to uncover perceptions and experiences of the partnership and professional learning therein. Analysis using an inductive and iterative approach pinpointed a number of emerging themes used to frame key elements of the findings. Findings Findings suggested that the partnership-based model promoted the professional learning and development of NQTs and their mentors in various ways. The nature and shape of the partnership had an influence on the quality of mentoring and support experienced. The community effectively supported the implementation of meaningful enquiry projects, which had clear connections to the enhancement of professional practice and pupil learning. However, specific tensions and conflicts emerged as hindrances to successful partnership-based mentoring in the specific context. Originality/value New insights into the role of a partnership-based mentoring scheme supporting practitioner enquiry-based learning of NQTs emerged. The local, layered community defining the partnership, and operating within the frame of a national induction scheme, was analysed. Benefits for partners were identified and specific challenges and tensions highlighted, both providing new evidence with potential to impact policy and practice. Policy developments supporting teachers to be mentors and enquiring professionals need to recognise the structural and support tensions that exist in contextual practice.

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