Mapping The Logics in Practice Oriented Competence Development

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

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.
Original languageEnglish
Title of host publicationProceedings of the Tenth Congress of the European Society for Research in Mathematics Education
EditorsGhislaine Gueudet, Therese Dooley
Number of pages8
PublisherEuropean Society for Research in Mathematics Education
Publication date2017
Publication statusPublished - 2017
Externally publishedYes

    Research areas

  • Teacher training, ArcForm, Action Learning, Theory and practice

ID: 231956906