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Specialpedagogisk handledning i förskolan: Förskollärares och specialpedagogers syn på handledning som verktyg för professionell utveckling.
Umeå University, Faculty of Social Sciences, Department of Education.
2014 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

The aim of this study was to describe and analyze the perceptions of four preschool teachers and five special education teachers regarding the special education teachers mentoring in preschool settings. The aim was also to investigate whether mentoring of special education teachers can result in the professional development, and if so, how it is conducted and what conditions are needed in the settings. Data was collected by nine qualitative research interviews. A sociocultural perspective was used when trying to analyze and understand the result. The result showed that the perceptions differed between the two professional groups in a way that the preschool teachers saw mentoring as an opportunity to receive tools to solve a difficult educational issue, while the special educational teachers described a process within the participant based on professional reflection. Furthermore, the result showed that there is acomplexity to the concept and phenomenon of mentoring. Mentoring has a developing function when the conditions and resources such as time, money and the support from a positive preschool director are provided.

Place, publisher, year, edition, pages
Keyword [en]
Consultation/tutoring/mentoring/supervision, perceptions, professional development, special needs education, sociocultural perspective
Keyword [sv]
Handledning, uppfattningar, professionell utveckling, specialpedagogik, sociokulturellt perspektiv
National Category
URN: urn:nbn:se:umu:diva-97311OAI: diva2:771551
Subject / course
Examensarbete Specialpedagogprogrammet
Educational program
Special Edcation Programme
Available from: 2014-12-14 Created: 2014-12-14 Last updated: 2014-12-14Bibliographically approved

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