Mapping The Logics in Practice Oriented Competence Development
Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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Mapping The Logics in Practice Oriented Competence Development. / Tamborg, Andreas Lindenskov; Allsopp, Benjamin Brink; Fougt, Simon Skov; Misfeldt, Morten.
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. ed. / Ghislaine Gueudet; Therese Dooley. European Society for Research in Mathematics Education , 2017. p. 3873-3880.Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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TY - GEN
T1 - Mapping The Logics in Practice Oriented Competence Development
AU - Tamborg, Andreas Lindenskov
AU - Allsopp, Benjamin Brink
AU - Fougt, Simon Skov
AU - Misfeldt, Morten
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
KW - Teacher training
KW - ArcForm
KW - Action Learning
KW - Theory and practice
M3 - Article in proceedings
SP - 3873
EP - 3880
BT - Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education
A2 - Gueudet, Ghislaine
A2 - Dooley, Therese
PB - European Society for Research in Mathematics Education
ER -
ID: 231956906