In this paper we investigate the role of the local supervisor when implementing a mathematics teacher training program based on Action Learning (Misfeldt et al. 2014, Plauborg et al. 2007). Using data from interviews of teachers, local supervisors and school managers we examine the arising expectations on the local supervisor and how these expectations influence the program's ability to support teachers in their professional development. We do so by using Clarke's (2009) Situational Analysis and Arcform notation (Allsopp 2013) to map the actors' relation to the supervisor. We see that the local supervisor is caught in a tension between expectations from the Action Learning method and the school managers. This hinders schools in anchoring Action Learning as a teacher training method and thereby benefitting its full potential.
Publié le : 2017-02-01
Classification:
Teacher training,
Action Learning,
theory and practice,
Arcform,
[MATH]Mathematics [math],
[SHS]Humanities and Social Sciences
@article{hal-01950516,
author = {Lindenskov Tamborg, Andreas and Brink Allsopp, Benjamin and Fougt, Simon, and Misfeldt, Morten},
title = {Mapping the logics in practice oriented competence development},
journal = {HAL},
volume = {2017},
number = {0},
year = {2017},
language = {en},
url = {http://dml.mathdoc.fr/item/hal-01950516}
}
Lindenskov Tamborg, Andreas; Brink Allsopp, Benjamin; Fougt, Simon, ; Misfeldt, Morten. Mapping the logics in practice oriented competence development. HAL, Tome 2017 (2017) no. 0, . http://gdmltest.u-ga.fr/item/hal-01950516/