Leading with care: four mentor metaphors in collaboration between teachers and researchers in action research (Translated from the Swedish and revised by the authors).
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| Title: | Leading with care: four mentor metaphors in collaboration between teachers and researchers in action research (Translated from the Swedish and revised by the authors). |
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| Authors: | Bergmark, Ulrika1 ulrika.bergmark@ltu.se, Dahlbäck, Ann-Charlotte2, Hagström, Anna-Karin3, Viklund, Sara4 |
| Source: | Educational Action Research. Jul2024, Vol. 32 Issue 3, p475-492. 18p. |
| Subject Terms: | *Action research in education, *Mentoring in education, *Effective teaching, Metaphor, Care ethics (Philosophy) |
| Abstract: | Mentoring is a central aspect of action research processes and raises ethical issues concerning roles and responsibilities, particularly when teachers and researchers collaborate. The purpose of the study is to explore mentoring and the roles of mentors in action research from an ethical stance. The theoretical basis is the philosophy of care ethics developed by the American educational philosopher, Nel Noddings. Participants in the study included one researcher and three teachers with experience serving as mentors in action research. Data collection included written reflections and collegial conversations on mentoring. Thematic analysis and the domain interactional model were used in the analysis, where four mentor metaphors in action research emerged: the gardener, the shepherd, the teacher and the bridge-builder. All roles can be practiced at the same time; sensitivity determines when a mentor moves in and out of different roles. The study finds that care ethics can contribute to an increased understanding of mentoring as something situated and relational, where a symmetrical approach between mentor and mentee is emphasized. The goal of mentoring should not be to treat everyone equally, but instead to build relationships on the individual level in order to establish mutual trust based on individual needs. The study shows that the four mentor metaphors can serve as a useful tool for critical reflection on the complexity of the mentor role and accordingly, the renegotiation of stereotypical mentor roles in relation to the quality of teaching. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 177561214 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Leading with care: four mentor metaphors in collaboration between teachers and researchers in action research (Translated from the Swedish and revised by the authors). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bergmark%2C+Ulrika%22">Bergmark, Ulrika</searchLink><relatesTo>1</relatesTo><i> ulrika.bergmark@ltu.se</i><br /><searchLink fieldCode="AR" term="%22Dahlbäck%2C+Ann-Charlotte%22">Dahlbäck, Ann-Charlotte</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Hagström%2C+Anna-Karin%22">Hagström, Anna-Karin</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Viklund%2C+Sara%22">Viklund, Sara</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Action+Research%22">Educational Action Research</searchLink>. Jul2024, Vol. 32 Issue 3, p475-492. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Action+research+in+education%22">Action research in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mentoring+in+education%22">Mentoring in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Metaphor%22">Metaphor</searchLink><br /><searchLink fieldCode="DE" term="%22Care+ethics+%28Philosophy%29%22">Care ethics (Philosophy)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Mentoring is a central aspect of action research processes and raises ethical issues concerning roles and responsibilities, particularly when teachers and researchers collaborate. The purpose of the study is to explore mentoring and the roles of mentors in action research from an ethical stance. The theoretical basis is the philosophy of care ethics developed by the American educational philosopher, Nel Noddings. Participants in the study included one researcher and three teachers with experience serving as mentors in action research. Data collection included written reflections and collegial conversations on mentoring. Thematic analysis and the domain interactional model were used in the analysis, where four mentor metaphors in action research emerged: the gardener, the shepherd, the teacher and the bridge-builder. All roles can be practiced at the same time; sensitivity determines when a mentor moves in and out of different roles. The study finds that care ethics can contribute to an increased understanding of mentoring as something situated and relational, where a symmetrical approach between mentor and mentee is emphasized. The goal of mentoring should not be to treat everyone equally, but instead to build relationships on the individual level in order to establish mutual trust based on individual needs. The study shows that the four mentor metaphors can serve as a useful tool for critical reflection on the complexity of the mentor role and accordingly, the renegotiation of stereotypical mentor roles in relation to the quality of teaching. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09650792.2023.2229870 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 475 Subjects: – SubjectFull: Action research in education Type: general – SubjectFull: Mentoring in education Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Metaphor Type: general – SubjectFull: Care ethics (Philosophy) Type: general Titles: – TitleFull: Leading with care: four mentor metaphors in collaboration between teachers and researchers in action research (Translated from the Swedish and revised by the authors). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bergmark, Ulrika – PersonEntity: Name: NameFull: Dahlbäck, Ann-Charlotte – PersonEntity: Name: NameFull: Hagström, Anna-Karin – PersonEntity: Name: NameFull: Viklund, Sara IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 09650792 Numbering: – Type: volume Value: 32 – Type: issue Value: 3 Titles: – TitleFull: Educational Action Research Type: main |
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