Reconstructing a supervisory identity. The case of an experienced physical education cooperating teacher.

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. Gefälligkeitsübersetzung: Rekonstruktion einer "aufsichtführenden Identität". Das Fallbeispiel eines erfahrenen "Cooperating Teacher" im Sportunterricht.
Quelle	In: European physical education review, 24 (2018) 2, S. 240-254Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X16683179
Schlagwörter	Fallstudie; Interview; Identität; Lehrer; Lehrerverhalten; Sportpädagogik; Sportunterricht; Berufsausbildung; Beruf; Berufsbild
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. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2018/4