- 10.00-11.00: trial lecture.
- 12.15-15.00: public defence.
You can join this event online (oslomet.zoom.us).
Webinar ID: 610 5993 6222
Passcode: 251024
Title of the trial lecture: “R&D competence and the role of the mentor: policy enactment in the practicum in Norway and beyond”.
The title of the thesis is "'They’re only here to observe'. A study of observation-grounded mentoring practices in student teachers’ practicum".
The committee consist of
- first opponent, Professor Emeritus Ian Menter, Department of Education, University of Oxford
- second opponent, Associate Professor Sally Windsor, Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg
- chair of the committee, Associate Professor Silje Hølland, Department of Primary and Secondary Teacher Education, OsloMet – Oslo Metropolitan University
The leader of the public defence is Sølvi Mausethagen, Vice-Dean of research and development, Faculty of Education and International Studies, OsloMet.
The main supervisor is Professor Ela Sjølie, Department of Industrial Economics and Technology Management, Norwegian University of Science and Technology (NTNU). The co-supervisor is Professor Hege Hermansen, Centre for the Study of Professions, OsloMet.
Summary
Comprising three articles and an extended narrative, Goldshaft critically explores mentoring practices in student teachers’ practicum within the Norwegian teacher education context and explores how observation-grounded mentoring practices might facilitate the process of learning to teach.
The theory of practice architectures (TPA), teachers’ noticing and communicative learning spaces are central theoretical concepts in the thesis. Participants are student teachers and mentor teachers from university and school learning arenas. The study applies a multi-method approach with a combination of observations and interviews and an intervention using an observation-grounded mentoring framework (the OMF) for planning and collaboratively assessing the student teachers’ work during the practicum.
Based on the findings from the three articles, Goldshaft identifies four key factors essential for observation-based mentoring practices to effectively support student teachers' learning: 1) a shared language; 2) observations of pupils' reactions to the lesson; 3) collaborative interpretation of observations; and 4) a conversation protocol. Furthermore, she emphasizes the need for collaboration between schools and teacher education institutions in creating adaptable observation-based mentoring frameworks, ensuring these critical factors are included.
In conclusion, the thesis underscores the importance of developing observation skills for student teachers and the value of observation-based mentoring frameworks for supportive mentoring practices. This work contributes to research aimed at scaffolding student teachers' professional learning and enhancing coherence in teacher education.
