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Professional Development in Education Volume 46, 2020 - Issue 3
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Research Article

School mentors’ perceived integration into teacher education programmes

Lise Vikan Sandvika Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Trondheim, NorwayCorrespondence[email protected]
,
Trond Solhauga Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
,
Eli Lejonbergb Department of teacher education and school research, University of Oslo (UiO), Blindern, Oslo, Norway
,
Eyvind Elstadb Department of teacher education and school research, University of Oslo (UiO), Blindern, Oslo, Norway
&
Knut-Andreas Christophersenc Department of Political Science, University of Oslo (UiO), Blindern, Oslo, Norway
Pages 424-439 | Received 06 Nov 2018, Accepted 13 May 2019, Published online: 25 May 2019

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Read on this site (1)

Colin Forster, Tracey Wire, Rachel Eperjesi, Ruth Hollier, Emma Howell & Jude Penny. (2022) Exploring the impact of expert guidance from school-based mentors on student teachers’ professional learning. PRACTICE 4:1, pages 56-66.
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Articles from other publishers (1)

Karen Birgitte Dille. (2022) An online teacher professional development programme as a boundary artefact for new school-based mentors. International Journal of Mentoring and Coaching in Education 11:4, pages 381-397.
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