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dc.date.accessioned2020-05-04T18:25:36Z
dc.date.available2021-02-20T23:45:44Z
dc.date.created2019-08-20T18:20:52Z
dc.date.issued2019
dc.identifier.citationSandvik, Lise Vikan Solhaug, Trond Lejonberg, Eli Elstad, Eyvind Christophersen, Knut-Andreas . Predictions of school mentors’ effort in teacher education programmes. European Journal of Teacher Education. 2019, 42(5), 574-590
dc.identifier.urihttp://hdl.handle.net/10852/75083
dc.description.abstractMentoring of pre-service teachers in their school practicum is vital to integrating different parts of the educational programmes and supporting the pre-service teachers to become educational professionals, but for mentors in schools this task often comes on top of the other requirements they face as teachers. In this study, we present findings from a self-report survey completed by 295 mentors in two teacher education institutions in Norway. Using structural equation modelling of cross-sectional survey data, the study explores predictions of the effort mentors put into their work in supporting the development of pre-service teachers. The findings indicate that affective commitment predicts mentor’s efforts in mentoring and that professional development of mentors through programs designed to develop a professional identity as mentors could enhance their feeling of being teacher educators, and thereby having the willingness to put effort into their jobs as mentors.
dc.languageEN
dc.titlePredictions of school mentors’ effort in teacher education programmes
dc.typeJournal article
dc.creator.authorSandvik, Lise Vikan
dc.creator.authorSolhaug, Trond
dc.creator.authorLejonberg, Eli
dc.creator.authorElstad, Eyvind
dc.creator.authorChristophersen, Knut-Andreas
cristin.unitcode185,18,2,0
cristin.unitnameInstitutt for lærerutdanning og skoleforskning
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode2
dc.identifier.cristin1717545
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=European Journal of Teacher Education&rft.volume=42&rft.spage=574&rft.date=2019
dc.identifier.jtitleEuropean Journal of Teacher Education
dc.identifier.volume42
dc.identifier.issue5
dc.identifier.startpage574
dc.identifier.endpage590
dc.identifier.doihttps://doi.org/10.1080/02619768.2019.1652902
dc.identifier.urnURN:NBN:no-78187
dc.type.documentTidsskriftartikkel
dc.type.peerreviewedPeer reviewed
dc.source.issn0261-9768
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/75083/3/ME_acceptedfromauthor.pdf
dc.type.versionAcceptedVersion


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