Blar i NTNU Open på forfatter "Lejonberg, Eli"
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Developmental relationships in schools: pre-service teachers’ perceptions of mentors’ effort, self-development orientation, and use of theory
Lejonberg, Eli; Elstad, Eyvind; Sandvik, Lise Vikan; Solhaug, Trond; Christophersen, Knut-Andreas (Journal article; Peer reviewed, 2019)For the last two decades mentoring as a developmental relationship has been investigated and elaborated on by several researchers. In our study, 382 pre-service teachers answered questions about aspects of developmental ... -
Mentors of preservice teachers: The relationships between mentoring approach, self-efficacy and effort
Lejonberg, Eli; Elstad, Eyvind; Sandvik, Lise Vikan; Solhaug, Trond; Christophersen, Knut-Andreas (Journal article; Peer reviewed, 2018)Purpose The purpose of this paper is to discuss how different styles of mentoring in teacher education relate to mentor characteristics. Pre-service teachers often want practical advice. However, in Norway, school mentors ... -
Predictions of school mentors’ effort in teacher education programmes
Sandvik, Lise Vikan; Solhaug, Trond; Lejonberg, Eli; Elstad, Eyvind; Christophersen, Knut-Andreas (Journal article; Peer reviewed, 2019)Mentoring 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 ... -
School mentors’ perceived integration into teacher education programmes
Sandvik, Lise Vikan; Solhaug, Trond; Lejonberg, Eli; Elstad, Eyvind; Christophersen, Knut-Andreas (Journal article; Peer reviewed, 2019)There is often a fragmentation between campus-based theoretical preparation of pre-service teachers and their practice in schools supported by school-based mentors. One of the fragmentation issues is related to how ...