En-til-en-veiledning av nyutdannete nyansatte lærere. Et faglig og utviklende samarbeid mellom to kolleger?

The aim of this study was to examine how mentoring is perceived by a newly qualified teacher (NQT) and her mentor. To implement this, a qualitative research method has been used. Based on four research-questions, eight semi-structured interviews are conducted. Theoretically, it is focused on social and cognitive learning perspectives in conjunction with different ways to engage in supervision, with emphasis on a socio- cultural learning-perspective. The findings reveal that the supervision given in schools today often is grounded on practical and emotional questions, more than being the basis for reflective and professionally stimulating conversations. Lack of time to prior mentoring is mentioned as one of the main reasons for this. More focus, especially from the school management's hold, is mentioned as an important element in this regard. It is further stated that elements such as observation, structure and flexibility should be important elements in mentoring relationships. In addition, certain compensation for the mentor should be given. Furthermore, it ripped out that trained supervisors appreciate to be mentors also for their own sake. While the NQTs gain practical and emotional support, the mentors at the same time are challenged to look upon their own work with a critical eye. A question that also are recorded, is whether new teachers should be set to teach main subjects without possessing the necessary expertise. The main conclusion is that mentoring very often is considered as a place where one can get - but also provide emotional and practical support. It is also a venue where e.g the mentors, as experienced teachers, can challenge themselves a bit by asking questions about their own work and teaching methods. When it comes to professional development, mentoring is considered as an important contribution, but focus on other school- related tasks seems to give supervision a less central role than desired. As I see it, the school owners and the school management have a job to do to make sure that mentoring is implemented as a high-quality service to the NQTs