Collegial mentoring – professional development or collective correction?
Various forms of mentoring and ‘collegial learning’ are often used to enhance teachers’ continued professional development (CPD) and often emphasised as a key to achieving educational change. When teachers come together to scrutinise their own questions raised from practice, sustainable changes in teaching and classroom situations increase. To understand and to examine what professional learning is possible, it is crucial to examine the arrangements that hold the practice in place. In this presentation teachers’ collegial mentoring is examined through the lens of the theory of practice architectures. Foucault’s notion of power is also used as a theoretical frame. This analytical approach brings new insight to what enables and constrains professional learning in mentoring practices.
Lill Langelotz is a senior lecturer at the Faculty of Librarianship, Information, Education and IT at the University of Borås in Sweden. She works as the head of the Department of Educational Research and Development with focus on staff development and master program in Education. Her main research interest is in the field of teachers’ professional learning, educational practices, inclusion and higher education. She is part of the research program Research and Capability in Inclusion and Welfare (RCIW) and a member of the international network Pedagogy Education and Praxis (PEP).