1. LEARNING OF EXPERTISE Mentoring case

2. Today 14.30- 15 Summary and feedback from expert profiles 15-15.30 Mentoring process 15.30-15.45 Coffee break 15.45 – 17.15 Group activities 17.15 – 17.45 Wrapping up

3. Expert profile I In general: Well written, reflective, personal and interesting. Nice reflection on one´s own expertise. Good description of the creative process and the tools which led to it. Everybody are experts in something, or ‘almost experts’ References used in most cases. Nicely referred to different theories behind the levels of expertise. The concept of expertise is well described and many different sides of the concept are examined Links made with own experiences and research

4. What is expertise? Expertise is often defined based on formal education  how about ‘informal expertise’? However, also ‘Expertise is something you are good at’, ‘a talent that you have’ Expertise is determined by the environment. Expertise is developing all the time, it’s never ‘ready’ or stable. Important role of shared expertise is recognized in many profiles. How expertise can be learnt? Formal education Learning by doing Learning by observing Mostly one’s own role in a group is described as ‘flexible’. Profile 2: Reflect new ideas on the basis of profile 1  reflect the development.

5. Expert profiles 4 Deep reflection, wide understanding of key concepts. Link between ‘theory and practice’ = Ability to apply theoretical knowledge into practice (for example through problem-solving case in Norssi). Collaboration skills have developed, but collaboration feels still quite challenging. Problem solving skills have developed. Expertise include: 1) declarative knowledge (knowledge about), 2) procedural knowledge (knowledge how), 3) self-regulation, 4) learning community.

6. Mentoring case in general Part of the Learning of Expertise course. Mentoring as a reciprocal relationship between expert (mentor) and novice (mentee); however, the relationship is a two-way process (Hsu & Roth, 2009); they both are equipped with different kind of expertise, which they share. Mentoring case (3 ects) is highly independent process, where mentors are required to apply theoretical understanding into the practice, and help mentees to adapt in to the LET programme, our studies, work life and surrounding society. Successful process requires skills and attitudes for collaboration and self regulation. Various technologies will be used for enhancing interaction, understanding and visualization. Each mentoring process is different and very unique.

7. Mentoring process Orientation Group formulation Planning the process Meeting 1, 25.1. Article assignment Content decided by the group. Meeting 2, 22.2. Content decided by the group. Meeting 3, March Content decided by the group. Meeting 4, April Wrap-up Meeting 5, May Environment: Confluence Article assigment Additional group meeting

8. Roles Mentors Design the mentoring process (together with mentee). Contents Schedules Activities Ensure that learning objectives are reached. Take good case of their mentee. Mentee Participate actively into the mentoring process. Planning. Implementing. Evaluating. Keep in mind that next year they are mentors.

9. Examples from earlier years… Mentoring process included… Work place visits (schools, companies). Introducing/ testing new technological tools/ softwares. Getting to know Finnish educational system in more details. Reading circles. Discussing about doing master’s thesis. Social events

10. Groups GROUP 1 (Kaisa, Daniel)GROUP 2 (Sergei, Henry)GROUP 3 (Hany, Huong) 1. Matin Salehi1. Adelina Mulyani Go1. Ville Vihla 2. Maida Ali2. Rada Jutrakul2.Bushra 3. Merlin Linde3. Elena Cirlan3.Hui Yin 4. Alex Brina4. Lily Yuan4.Tai Nguyen 5. María Victoria Parody5. Tharwat5.Kunduz Kolbaeva 6. Edem Quashigah6. Gyrel Ercan6. Clément Dumas

11. Group task for today Get to know each other. Discuss about Name of your group, your expectations, tools and rules, general aim of mentoring process. Starting to write the mentoring plan (in wiki) sub-goals, methods, outcomes, schedules.

12. Homework Homework for mentors (DL 5.2.): More detailed plan: timetable, themes, activities + planning the article task for next time Homework for all: Read 1) Nash, P. & Shaffer Williamson, D. ( 2011): Mentor modeling: the internationalization of modeled professional thinking in an epistemic game. Journal of Computer Assisted Learning. 2) one of following: van der Weijden, I. et al. (2014): How do young tenured professors benefit from a mentor? Effects on Management, Motivation and Performance. Rhodes, C & Fletcher, S. (2013): Coaching and mentoring for self-efficacious leadership in schools. International Journal of Mentoring and Coaching in Education, Vol 2 No1.,2013. Bullough, R. (2005) : Being and becoming a mentor: school-based teacher educators and teacher educator identity. Teaching and Teacher Education 21(2005) Chien, C-W. (2014): Pre-service English tecahers' perceptions and practice of field experience and professional learning form expert teachers' mentoring. Teachers and teaching, theory and practice Chun, J.U., Sosik, J.J., Yun, N.Y. (2012): A longitudinal study of mentor and protégé outcomes in formal mentoring relationships. Journal of Organisational Behaviour.

13. Wrapping up Feelings… What did you discuss about? Contents? Methods? Timetables? Any questions?