Source: Teaching and Teacher Education, Volume 23, Issue 5, July 2007, Pages 612-623
Publisher: Elsevier
In this paper, mentoring practices during internship in teacher education are identified as boundary activities between schools and universities. By using the notions of common places and accounting practices, the emerging discourses of student teachers and mentors in a Norwegian school are explored to expand our understanding of how conceptual, practical and contextual resources are used to construct justified accounts of experiences.
The results of this study indicate that during internship the student teachers learn ways of seeing, representing and talking about their experiences that are deemed relevant within the school's practice, using and transforming resources accordingly.
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