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Assessment Dialogues in Mentoring in Norwegian Teacher Education: Tensions between Different Forms of Knowledge

Assessment Dialogues in Mentoring in Norwegian Teacher Education: Tensions between Different... As part of the intention to create a research-based teacher education that is close to the practice, collaboration between university and practice is gaining more attention in teacher education. In Norway, a triad collaboration between school-based mentors, university-based mentors, and mentees collaborates on assessment in assessment dialogues. In this collaboration, the university-based and the school-based mentors may focus on different forms of knowledge. It is therefore of interest to examine what counts as legitimate knowledge in assessment dialogues. To do so, the theoretical and methodological framework of Basil Bernstein is used. The findings indicate that the mentees and schoolbased mentors see the assessment dialogues as a show aimed at satisfying the legitimised knowledge requirements of the university-based mentor. This paper thus problematises assessment in mentoring and discusses how it could create tensions between the different forms of knowledge. Keywords: Norway; teacher education; knowledge; triad collaboration; assessment; mentoring http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Knowledge Cultures Addleton Academic Publishers

Assessment Dialogues in Mentoring in Norwegian Teacher Education: Tensions between Different Forms of Knowledge

Knowledge Cultures , Volume 10 (1): 23 – Jan 1, 2022

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Publisher
Addleton Academic Publishers
Copyright
© 2009 Addleton Academic Publishers
ISSN
2327-5731
eISSN
2375-6527
Publisher site
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Abstract

As part of the intention to create a research-based teacher education that is close to the practice, collaboration between university and practice is gaining more attention in teacher education. In Norway, a triad collaboration between school-based mentors, university-based mentors, and mentees collaborates on assessment in assessment dialogues. In this collaboration, the university-based and the school-based mentors may focus on different forms of knowledge. It is therefore of interest to examine what counts as legitimate knowledge in assessment dialogues. To do so, the theoretical and methodological framework of Basil Bernstein is used. The findings indicate that the mentees and schoolbased mentors see the assessment dialogues as a show aimed at satisfying the legitimised knowledge requirements of the university-based mentor. This paper thus problematises assessment in mentoring and discusses how it could create tensions between the different forms of knowledge. Keywords: Norway; teacher education; knowledge; triad collaboration; assessment; mentoring

Journal

Knowledge CulturesAddleton Academic Publishers

Published: Jan 1, 2022

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