Literaturnachweis - Detailanzeige
| Autor/inn/en | Amaral-da-Cunha, Mariana; Batista, Paula; MacPhail, Ann; Graça, Amândio |
|---|---|
| Titel | Reconstructing a Supervisory Identity: The Case of an Experienced Physical Education Cooperating Teacher |
| Quelle | In: European Physical Education Review, 24 (2018) 2, S.240-254 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1356-336X |
| DOI | 10.1177/1356336X16683179 |
| Schlagwörter | Physical Education Teachers; Cooperating Teachers; Semi Structured Interviews; Journal Writing; Grounded Theory; Coding; Barriers; Mentors; Preservice Teacher Education; Preservice Teachers; Context Effect; Teacher Attitudes; Professional Identity; Workplace Learning; Foreign Countries; Student Teaching; Secondary School Teachers; Portugal |
| Abstract | Cooperating teachers' teaching perspectives and participation in initial teacher education have been frequently considered as ways to understand teachers' learning trajectories and professional identity at workplace settings (Clarke and Jarvis-Selinger, 2005; Clarke et al. 2014; Lave and Wenger, 1991). A case study approach was employed to examine the challenging supervisory experiences of a highly experienced physical education cooperating teacher that led to the reconstruction of her professional identity. Data were collected throughout a one-year school placement and included three semi-structured interviews with the cooperating teacher and the cooperating teacher's daily journals entries. Analysis was informed by grounded theory coding procedures. Themes included: (i) the challenge of changing entrenched teaching and mentoring practices to connect with pre-service teachers; (ii) reconfiguring mentorship to expand pre-service teachers' limited teaching ideias and range of teaching tools; and (iii) the possibility of practicing different mentoring strategies for different 'types' of pre-service teachers. We infer that contextual factors and teaching perspectives play a role in the cooperating teacher's legitimate peripheral participation in teacher education and constitutes elements of her professional identity development. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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