Search results for: Aspfors Jessica

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Caring About Caring: Newly Qualified Teachers’ Experiences of their Relationships within the School Community
Authors: Aspfors Jessica, Bondas Terese
The aim of this study is to explore newly qualified teachers’ (NQTs) experiences of their relationships within the school community during their first years at work. The findings from this study reveal three main characteristics of relationships: ‘caring about’, ‘reciprocity’ and ‘caring for’. Furthermore, these distinctive relationships include tensions of paradoxes of both positive as well as negative experiences amongst NQTs.
Published: 2013
Updated: Jul. 25, 2017
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Mentoring of New Teachers as a Contested Practice: Supervision, Support and Collaborative Self-development
Authors: Kemmis Stephen, Heikkinen Hannu L. T., Fransson Goran, Aspfors Jessica, Edwards-Groves Christine
This article aims to examine contested practices of mentoring of newly qualified teachers within and between New South Wales in Australia, Finland and Sweden. The meta-analysis revealed three main archetypes of mentoring: mentoring as supervision, mentoring as support, and mentoring as collaborative self-development. These three different views of mentoring are found in Australia, Sweden and Finland. The authors suggested that these three different archetypes of mentoring form very different dispositions in mentees and mentors.
Published: 2014
Updated: Jan. 18, 2015