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Mentor time; the Content and Meaning of a New Subject
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.ORCID iD: 0000-0001-7205-1745
2006 (English)In: NERA,2006, 2006, 10-15 p.Conference paper (Other academic)
Abstract [en]

 Abstract: In the past 15 years several steps have been taken in the Swedish school system towards deregulation and decentralisation. The reforms have enhanced and increased possi¬bility and responsibility as to school staffs to choose educational methods, subject content, and to decide how to organise time. Schools in general, and 900 pilot schools with no set timetable in particular, are now empowered to decide for themselves how to arrange the school days of their pupils. A study of 326 time schedules from 33 schools indicates that many schools, especially grade 7-9, choose to allot time to Mentor time. A fact that gives rise to questions like: What is Mentor time? What is going on in these lessons? And what sense does Mentor time seem to give the pupils? Based on group interviews with pupils in grade 8 and 9, the main purpose of this paper is to investigate what the pupils perceive they are doing during Mentor time lessons, and to interpret what this might mean in -Curriculum terms-.    

Place, publisher, year, edition, pages
2006. 10-15 p.
Keyword [en]
schema, timplan, skolämnen
National Category
Social Sciences
URN: urn:nbn:se:liu:diva-37054Local ID: 33552OAI: diva2:257903
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2015-09-22

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Alm, Fredrik
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Faculty of Educational SciencesTeaching and Learning in School, Teacher Education and other Educational Settings
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