Save the date. THE 24th OF FEBRUARY 2021
OBS. The link to the zoom-meeting will be up here the day before (the 23rd of February! )
“DEALING WITH CHALLENGES – BECOMING LEARNING POTENTIALS“
Mentoring from a holistic perspective.
10.00-10.45 Experience-exchange – Covid 19
11.00- 11.35 What are the potentials? Looking at the caregivers role in mentoring.
Liv Randi Roland
11.35-12.10 Dealing with irritations- Challenging potentials of being mentor.
This zoominar will be a possibility for us to set up a range of learning outcomes from the Covid-19 pandemic, provide help from each other and learn.
It is also a great opportunity to learn more about how different events in a mentoring program have potentials of learning.
Who can attend:
Mentors, cooworkers, for ex. “Contact persons” from participating school or people working in the municipality. Other interested.
Liv Randi Roland, assistant professor, at Inland Norway University of Applied Sciences.
In this presentation, I would like to examine certain aspects of the caregivers’ role in a mentor programme. Several studies conclude that caregivers, in various ways, may become important contributors in a mentor programme and a central element for the success of a mentoring scheme (Lönroth, 2007, Lagergren, 2020, Basualdo-Delmonico & Spencer, 2016; Keller et.al, 2018; DuBois, Holloway, Valentine & Cooper, 2002, Spencer et al 2019). Experiences from the Norwegian scheme “Nattergalen” (the Nightingale) show that although little emphasis was placed on the contact with the families of the participating children, the caregivers are regarded as important allies (Bakketeig et al., 2011; Jessen et al., 2018).
Peter Stammerjohann is a research associate at Freie Universität Berlin.
The presentation examines the educational potential of being a mentor. The transformational theory of education [Kokemohr (2007); Koller (2018)] argues that moments of irritation and crises have an educational potential. I aim to give a deeper insight on how the mentors as a group negotiate their own pedagogical role, perceptions and emotionally influenced expectations of oneself, the child and the family [Alois Hahn (2010)]. To achieve this, I use selected analysis (documentary method – Bohnsack 2014) from a qualitive-reconstructive study (Stammerjohann 2019), which is based on two years of videography of accompanying seminars where mentors discussed their experiences. By looking closer into the group-processes of discussing their experiences and challenges as a mentor, one gets a deeper understanding of the potential of reflexive (time-)spaces within the mentor supervision and accompanying seminars. This thereby contributes to the pedagogical professionalisation of the students of teaching and social work.