Using the art of trompe l’oeil to research induction and mentoring

Kirkby, Jane, Moss, Julianne and Godinho, Sally 2015, Using the art of trompe l’oeil to research induction and mentoring, Teaching education, vol. 26, no. 2, pp. 131-144, doi: 10.1080/10476210.2014.959486.

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Title Using the art of trompe l’oeil to research induction and mentoring
Author(s) Kirkby, Jane
Moss, JulianneORCID iD for Moss, Julianne
Godinho, Sally
Journal name Teaching education
Volume number 26
Issue number 2
Start page 131
End page 144
Total pages 13
Publisher Routledge
Place of publication Oxford, Eng.
Publication date 2015-01-09
ISSN 1470-1286
Keyword(s) induction
initial teacher education
Summary This paper reveals how the art device of trompe l’oeil provided a way of thinking about the induction and mentoring experiences of seven beginning teachers in secondary school settings in the state of Victoria, Australia. The research study – a phenomenological, narrative inquiry – drew on Bourdieu’s theorising of ‘misrecognition’ and ‘symbolic violence’ to analyse data collected from interviews and the participants’ diary entries (written narratives). Both the trompe l’oeil art device and the theoretical lens illuminated the reframing of the participants’ initial understandings of mentor relationships to gain a different perspective on their early professional lives.
Language eng
DOI 10.1080/10476210.2014.959486
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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