'Standing on the periphery'. Cooperating teachers' perceptions and responses to the role of supervision.

Autor/inn/en	Young, Ann-Marie; MacPhail, Ann
Titel	'Standing on the periphery'. Cooperating teachers' perceptions and responses to the role of supervision. Gefälligkeitsübersetzung: Am Rande stehen. Ansichten "mitarbeitender" Lehrer und Reaktionen auf die Rolle bei der Aufsichtsführung.
Quelle	In: European physical education review, 21 (2015) 2, S. 222-237Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X14557582
Schlagwörter	Lehrer; Lehrerverhalten; Unterrichtsgestaltung; Sportpädagogik; Sportunterricht
Abstract	Research has shown that teachers can derive substantial benefits from the role of cooperating teacher (CT) and many experienced teachers have made positive changes to their teaching as a result, often engaging as co-learners. The aim of this paper is to examine the intricacies of the trajectory of CTs in terms of the development of their understanding of what an effective supervisor entails. Lave and Wenger's concept of legitimate peripheral participation is utilised to understand how teachers' learning trajectories enhance or inhibit the move towards full participation in effective school placements. The findings indicated that within the school placement the role of the CT is very influential but poorly prepared for and supported by the Higher Education Institution (HEI). Results have indicated mechanisms to potentially enhance existing policy and practice, develop the role of the CT and create a systemic shift in school-university partnerships. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2015/4