Explores the concept of quality in education, by means of a dialogue. Discusses different conceptions and dimensions of quality, and shows how they are largely contingent on…
Abstract
Explores the concept of quality in education, by means of a dialogue. Discusses different conceptions and dimensions of quality, and shows how they are largely contingent on different views of what education is all about. Attempts to transcend commonly encountered dichotomies by proposing an alternative approach, taking the notions of arête and phronesis as points of departure. Assessing educational quality implies high complexity if the approach is going to be comprehensive and holistic, and take both external and internal factors into account. The framework of the discussion is the political context, on the assumption that this is the right context for questions concerning the worthwhileness, values in and quality of education. The authors hope that this dialogue illustrates the irenic mode of communication briefly discussed in the paper.
Eli Lejonberg, Katrine Nesje, Eyvind Elstad and Knut-Andreas Abben Christophersen
The study explored how PSTs perceived a learning design, using a decision simulator, a self-reflection guide and a peer mentoring guide as tools to mediate reflections on…
Abstract
Purpose
The study explored how PSTs perceived a learning design, using a decision simulator, a self-reflection guide and a peer mentoring guide as tools to mediate reflections on approaches to the teacher’s role. The individual characteristics of PSTs were also considered, including role clarity, self-efficacy and affective commitment, as predictors of the learning design’s perceived relevance.
Design/methodology/approach
Informed by earlier research exploring the teacher’s role, a scenario-based simulation was supported by a tool for self-reflection on the results and a peer mentoring tool for the further development of an individual’s teaching role. Using structural equation modelling, the study assessed the statistical strength of the relationships between relevant factors to explore how a decision simulator and associated research-based tools were perceived by preservice teachers (PSTs).
Findings
The results indicate that regardless of PSTs’ individual characteristics, the decision simulator and associated peer mentoring tools have the potential to enhance learning and reflection. Therefore, the proposed approach can facilitate peer mentoring and enhance PSTs’ learning potential.
Originality/value
The paper explores the use of innovative approaches to mentoring by introducing peer mentoring grounded in experiences using a decision simulator.