Tutors seen through the eyes of mentors assumptions for participation in third space in teacher education

References

• Anderson, R. C., and P. D. Pearson. 1984. A Schema-Theoretic View of Basic Processes in Reading Comprehension. Tech. Rep. No. 306. Urbana, IL: University of Illinois, Center for the Study of Reading.
   Google Scholar
• Bhabha, H. K. 1994. The Location of Culture. London: Routledge.
   Google Scholar
• Biesta, G., M. Priestley, and S. Robinson. 2015. “The Role of Beliefs in Teacher Agency.” Teachers and Teaching: Theory and Practice 21 (6): 624–640. doi:10.1080/13540602.2015.1044325.
   Web of Science ®Google Scholar
• Bullough, R. V. 2005. “Being and Becoming a Mentor: School-Based Teacher Educators and Teacher Educator Identity.” Teaching and Teacher Education 21 (2): 143–155. doi:10.1016/j.tate.2004.12.002.
   Web of Science ®Google Scholar
• Clarke, M., M. Killeavy, and A. Moloney. 2013. “The Genesis of Mentors’ Professional and Personal Knowledge about Teaching: Perspectives from the Republic of Ireland.” European Journal of Teacher Education 36 (3): 364–375. doi:10.1080/02619768.2012.755513.
   Web of Science ®Google Scholar
• Cresswell, C. 2012. Educational Research. Planning, Conducting and Evaluating Quantitative and Qualitative Research. Los Angeles: Sage.
   Google Scholar
• Czerniawski, G., A. Guberman, and A. MacPhail 2017. "The professional needs of higher education-based teacher educators: an international comparative needs analysis" European Journal of Teacher Education. 40 (1): 127–140.
   Google Scholar
• Darling-Hammond, L. 2006. “Constructing 21st-Century Teacher Education.” Journal of Teacher Education 57 (3): 300–314. doi:10.1177/0022487105285962.
   Web of Science ®Google Scholar
• Darling-Hammond, L. 2012. Powerful Teacher Education. Lessons from Exemplary Programs. NJ: John Wiley and Sons.
   Google Scholar
• Elstad, E. 2010. “University-Based Teacher Education in the Field of Tension between the Academic World and Practical Experience in School. A Norwegian Case.” European Journal of Teacher Education 33 (4): 361–374. doi:10.1080/02619768.2010.504948.
   Web of Science ®Google Scholar
• Engeström, Y. 2005. Developmental Work Research. Expanding Activity Theory in Practice. Vol. 12. Berlin: Lehmanns Media.
   Google Scholar
• EU. 2013. Supporting Teacher Educators for Better Learning Outcomes. European Commission. http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf
   Google Scholar
• Finne, H., S. Mordal, and T. M. Stene. 2014. Oppfatninger Av Studiekvalitet I Lærerutdanningene 2013 [Conceptions of Quality in Teacher Education 2013; in Norwegian]. Trondheim: SINTEF-rapport.
   Google Scholar
• Gadamer, H.-G. 2004/1975. Truth and Method. London: Continuum.
   Google Scholar
• Grossman, P., and K. Hammerness. 2009. “Redefining Teaching- Re-Imagining Teacher Education.” Teachers and Teaching: Theory and Practice 15 (2): 273–289. doi:10.1080/13540600902875340.
   Web of Science ®Google Scholar
• Gutiérrez, K. 2008. “Developing Sociocultural Literacy in the Third Space.” Reading Research Quarterly. 43: 148–164. doi:10.1598/rrq.43.2.3.
   Web of Science ®Google Scholar
• Gutierrez, K., P. Baquedano-Lòpez, and T. Carlos. 1999. “Rethinking Diversity. Hybridity and Hybrid Language Practices in Third Space.” Mind, Culture and Activity 6 (4): 286–303. doi:10.1080/10749039909524733.
   Google Scholar
• Hansèn, S. E., L. Forsman, J. Aspfors, and M. Bendtsen. 2011. “Visions for Teacher Education-Experiences from Finland.” Acta Didactica 6 (1): 1–17. doi:10.5617/adno.1079.
   Google Scholar
• Hargreaves, A., and M. Fullan. 2000. “Mentoring in the New Millennium.” Theory into Practice 39 (1): 50–56. doi:10.1207/s15430421tip3901_8.
   Web of Science ®Google Scholar
• Harrison, J., S. Dymoke, and T. Pell. 2006. “Mentoring Beginning Teachers in Secondary Schools. An Analysis of Practice.” Teaching and Teacher Education 22 (8): 1055–1067. doi:10.1016/j.tate.2006.04.021.
   Web of Science ®Google Scholar
• Hatch, A. 2002. Doing Qualitative Research in Education Settings. New York: State University of New York Press.
   Google Scholar
• Helleve, I. 2014. “Teaching about Teaching Is to Reveal How to Live with Uncertainty.” Reflective Practice 15 (5): 603–617. doi:10.1080/14623943.2014.900027.
   Google Scholar
• Helleve, I., A. G. Danielsen, and K. Smith. 2015. “Does Mentor-Education Make a Difference?” In Mentoring for Learning, edited by H. Tillema, G. J. van der Westhuizen, and K. Smith, 313–333. Rotterdam: SensePublishers.
   Google Scholar
• Hobson, A. J., P. Ashby, A. Malderez, and P. D. Tomlinson. 2009. “Mentoring Beginning Teachers. What We Know and What We Don’t.” Teaching and Teacher Education 25 (1): 207–216. doi:10.1016/j.tate.2008.09.001.
   Web of Science ®Google Scholar
• Illeris, K. 2009. “Kompetence, Læring Og Uddannelse” [Competence, Learning and Education; in Norwegian]. Nordisk Pedagogik 2 (29): 194–209.
   Google Scholar
• Izadinia, M. 2014. “Teacher Educators’ Identity: a Review Of Literature.” European Journal Of Teacher Education 37 (4): 426-441. doi:10.1080/02619768.2014.947025.
   Web of Science ®Google Scholar
• Jones, M. 2006. “The Balancing Act of Mentoring: Mediating between Newcomers and Communities of Practice.” In Mentoring in Education: An International Perspective, edited by C. Cullingford. 57–86. Aldershot: Ashjate.
   Google Scholar
• Korthagen, F. 2010. “How Teacher Education Can Make a Difference.” Journal of Education for Teaching 36 (4): 407–423. doi:10.1080/02607476.2010.513854.
   Web of Science ®Google Scholar
• Kroksmark, T., and K. Åberg. 2007. Veiledning I Pedagogisk Arbeid [Mentoring in Education; in Norwegian]. Oslo: Fagbokforlaget.
   Google Scholar
• Kunnskapsdepartementet [Norwegian Ministry of Education and Knowledge]. 2013. Forskrift Om Rammeplan for Lektorutdanning for Trinn 8–13 [Regulation for General Plan for Teacher Education for 8th to 13th Level, in Norwegian]. Oslo: Statens Forvaltningstjeneste.
   Google Scholar
• Kvernbekk, T. 2012. “Argumentation in Theory and Practice. Gap or Equilibrium?” Informal Logic 32 (3): 288–305. doi:10.22329/il.v32i3.3534.
   Web of Science ®Google Scholar
• Loughran, J. 2006. Developing a Pedagogy of Teacher Education. New York: Routledge.
   Google Scholar
• Loughran, J. 2014. “Professionally Developing as a Teacher Educator.” Journal of Teacher Education 65 (4): 271–283. doi:10.1177/0022487114533386.
   Web of Science ®Google Scholar
• Loughran, J., and M. L. Hamilton. 2016. “Developing an Understanding of Teacher Education.” In International Handbook of Teacher Education, edited by J. Loughran and M. L. Hamilton, 3–22. Singapore: Springer.
   Google Scholar
• Lunenberg, M., F. Korthagen, and A. Swennen. 2006. “The Teacher Educator as a Role Model.” Teaching and Teacher Education 23 (5): 586–601. doi:10.1016/j.tate.2006.11.001.
   Web of Science ®Google Scholar
• Lunenberg, M., J. Dengerink, and F. Korthagen. 2014. The Professional Teacher Educator. Roles, Behavior, and Professional Development of Teacher Educators. Rotterdam: SensePublisher.
   Google Scholar
• Lunenberg, M., and M. L. Hamilton. 2008. “Threading a Golden Chain: An Attempt to Find Our Identities as Teacher Educators.” Teacher Education Quarterly 35 (1): 185–205. https://www.jstor.org/stable/23479038
   Google Scholar
• Matusov, E. 1996. “Intersubjectivity without Agreement.” Mind, Culture and Activity 3 (1): 25–45. doi:10.1207/s15327884mca0301_4.
   Google Scholar
• Matusov, E. 2001. “Intersubjectivity as a Way of Informing Teaching Design for a Community of Learners’ Classroom.” Teaching and Teacher Education 17 (4): 383–402. doi:10.1016/s0742-051x(01)00002-6.
   Web of Science ®Google Scholar
• Merriam, S. 1998. Qualitative Research and Case Study Applications in Education. SanFransisco: Jossey Bass. Publisher.
   Google Scholar
• Moje, B., K. M. Ciechanowsk, K. Kramer, L. Ellis, R. Carillo, and T. Collazo. 2004. “Working toward Third Space in Content Area Litteracy. An Examination of Everyday Funds of Knowledge and Discourse.” Reading Research Quarterly 39 (1): 38–70. doi:10.1598/RRQ.39.1.4.
   Web of Science ®Google Scholar
• Murray, J., and C. Kosnik. 2011. “Academic Work and Identities in Teacher Education.” Journal of Education for Teaching 37 (3): 243–246. doi:10.1080/02607476.2011.587982.
   Web of Science ®Google Scholar
• Murray, J., G. Czerniawski, and P. Barber. 2011. “Teacher Educators’ Identities and Work in England at the Beginning of the Second Decade of the Twenty-First Century.” Journal of Education for Teaching 37 (3): 261–277. doi:10.1080/02607476.2011.588014.
   Web of Science ®Google Scholar
• Murray, J., and T. Male. 2005. “Becoming a Teacher Educator. Evidence from the Field.” Teaching and Teacher Education 21: 125–142. doi:10.1016/j.tate.2004.12.006.
   Web of Science ®Google Scholar
• Rambøll. 2016. Veiledning av nyutdannede barnehagelærere og lærere. En evaluering av veiledningsordningen og veilederutdanningen. [Mentoring newly qualified teachers. An evaluation of mentoring and mentor education. In Norwegian]. https://www.udir.no/tall-og-forskning/finn-forskning/rapporter/veiledning-av-nyutdannede-larere-og-barnehagelarere/
   Google Scholar
• Shulman, L. 1993. “Teaching as Community Property: Putting End to Pedagogical Solitude.” Change: the Magazine of Higher Learning 25 (6): 6–7. doi:10.1080/00091383.1993.9938465.
   Google Scholar
• Shulman, L. 1999. “Taking Learning Seriously.” Change the Magazine of Higher Learning 31 (4): 10–17. doi:10.1080/00091389909602695.
   Google Scholar
• Smith, K. 2012. “The Multi-Faceted Teacher Educator. A Norwegian Perspective.” Journal of Education for Teaching: International Research and Pedagogy 37 (3): 337–349. doi:10.1080/02607476.2011.588024.
   Web of Science ®Google Scholar
• Smith, K. 2015. “The Act of Diplomacy. Looking Back at the Position as the Head of Teacher Education.” In Inside the Role of the Dean. International Perspectives on Leading in Higher Education, edited by R. Clift, J. Loughran, G. Mills, and C. Craig, 132–146. London: Routledge. Taylor Francis Group.
   Google Scholar
• Smith, K. 2016. “Partnership in Teacher Education. Going beyond the Rhetoric, with Reference to the Norwegian Context.” Center for Educational Policy Studies Journal 6 (3): 17–36. doi:10.1007/978-981-10-0785-9_15.
   Google Scholar
• Smith, K., and M. Ulvik. 2018. Veiledning Av Nye Lærere [Mentoring Newly Qualified Teachers; in Norwegian]. Oslo: Universitetsforlaget.
   Google Scholar
• Smith, K., and O. Sela. 2005. “Action Research as a Bridge between Pre-Service Teacher Education and In-Service Professional Development.” The European Journal of Teacher Education 28 (3): 293–310. doi:10.1080/02619760500269418.
   Google Scholar
• Soja, E. W. 1996. Thirdspace: Journeys to Los Angeles and Other Teal and Imagined Places. Malden, MA: Blackwell.
   Google Scholar
• Teachers Matter 2005. “Attracting, Developing and Retaining Effective Teachers.” OECD-report, http://www.oecd.org/education/school/attractingdevelopingandretainingeffectiveteachers-finalreportteachersmatter.htm
   Google Scholar
• Tryggvason, M.-T. 2012. “Perceptions of Identity among Finnish University-Based Subject Teacher Educators.” European Journal of Teacher Education 35 (3): 289–303. doi:10.1080/02619768.2011.633998.
   Web of Science ®Google Scholar
• Ulvik, M. 2014. “Student Teachers Doing Action Research.” In Practical Knowledge in Teacher Education: Approaches to Teacher Internship, edited by J. Calvo de Mora and K. Wood, 140–153. New York: Routledge.
   Google Scholar
• Ulvik, M., and E. Sunde. 2013. “The Impact of Mentor Education. Does Mentor Education Matter?” Professional Development 39 (5): 754–777. doi:10.1080/19415257.2012.754783.
   Google Scholar
• Ulvik, M., and K. Smith. 2016. “Å undervise om å undervise. Lærerutdanneres kompetanse sett fra deres eget og lærerstudenters perspektiv” [Teaching about teaching. Teacher educators’ competence from their own and their student teachers’ perspectives]. Uniped, Journal 39 (1): 61–77. doi:10.18261/issn.1893-8981-2016-01-06.
   Google Scholar
• Yin, R. K. 1994. Case Study Research: Design and Methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Zeichner, K. 2010. “Rethinking the Connections between Campus Courses and Field Experiences in College- and University-Based Education.” Journal of Teacher Education 61 (1–2): 89–99. doi:10.1177/0022487109347671.
   Web of Science ®Google Scholar