Giving birth to a supervisory identity built upon pedagogical perspectives on teaching. The case of a novice physical education cooperating teacher.

Autor/inn/en	Amaral-da-Cunha, Mariana; Graça, Amândio; Batista, Paula; MacPhail, Ann
Titel	Giving birth to a supervisory identity built upon pedagogical perspectives on teaching. The case of a novice physical education cooperating teacher. Gefälligkeitsübersetzung: Geburt einer aufsichtsrechtlichen Identität, die auf pädagogischen Perspektiven des Unterrichts beruht. Der Fall eines erfahrenenen kooperierenden Sportlehrers für Sportlehrer-Anfänger.
Quelle	In: European physical education review, 26 (2020) 2, S. 353-374Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X19857181
Schlagwörter	Erfahrung; Fallstudie; Interview; Identitätsbildung; Erfahrung; Interview; Kooperation; Schulpraktikum; Schulsport; Sportunterricht; Fallstudie; Sportpädagogik; Lehren; Lehrerausbildung; Schulpraktikum; Lehren; Schulsport; Sportpädagogik; Sportunterricht; Kooperation
Abstract	Teaching perspectives in initial teacher education are useful analytical tools for exploring the development of professional identity and the supervisory practices of cooperating teachers working with preservice teachers on school placement. A case study design was employed with an experienced physical education teacher newly appointed as a cooperating teacher to a cohort of three physical education preservice teachers to examine how his professional identity was challenged by the demands of the new role as a mentor. Data were collected throughout a one-year school placement and included three semi-structured interviews and the cooperating teacher's weekly journal entries. Analysis was informed by grounded theory coding procedures. Open codes were collapsed into three metaphorical axial themes: (a) the chameleon, (b) a tailor-made cooperating teacher, and (c) the liaison of relations. To perform his new role as a cooperating teacher and surpass the emergent supervisory challenges in developing a pedagogical relationship with his first cohort of preservice teachers, the cooperating teacher called upon his educational perspectives on teaching physical education built on constructive, collaborative and inquiry premises, but ended up practising teaching perspectives echoing an apprenticeship model due to the preservice teachers' personal characteristics. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/2