Mapping the logics in practice oriented competence development

Andreas Lindenskov Tamborg; Benjamin B. Allsopp; Simon Skov Fougt; Morten Misfeldt

Mapping the logics in practice oriented competence development

Andreas Lindenskov Tamborg
, Benjamin B. Allsopp
, Simon Skov Fougt
, Morten Misfeldt

Aalborg Universitet
Danmarks Pædagogiske Universitet

Publikation: Konferencebidrag uden forlag/tidsskrift › Paper/skriftligt oplæg › Forskning › peer review

Abstract

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

Originalsprog	Engelsk
Publikationsdato	2017
Antal sider	8
Status	Udgivet - 2017
Begivenhed	10th Congress of the European Society for Research in Mathemathics Education: CERME10 - Croke Park, Dublin, Irland Varighed: 1 feb. 2017 → 5 feb. 2017 Konferencens nummer: 10 https://keynote.conference-services.net/programme.asp?conferenceID=5118

Konference

Konference	10th Congress of the European Society for Research in Mathemathics Education
Nummer	10
Lokation	Croke Park
Land/Område	Irland
By	Dublin
Periode	01/02/17 → 05/02/17
Internetadresse	https://keynote.conference-services.net/programme.asp?conferenceID=5118

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https://keynote.conference-services.net/resources/444/5118/pdf/CERME10_0467.pdf

Citationsformater

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title = "Mapping the logics in practice oriented competence development",

abstract = "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{\textquoteright}s ability to support teachers in their professional development. We do so by using Clarke{\textquoteright}s (2009) Situational Analysis and Arcform notation (Allsopp 2013) to map the actors{\textquoteright} 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",

keywords = "teacher education, Arcform, action learning, teacher training, theory and practice",

author = "Tamborg, \{Andreas Lindenskov\} and Allsopp, \{Benjamin B.\} and Fougt, \{Simon Skov\} and Morten Misfeldt",

year = "2017",

language = "English",

note = "Congress of European Research in Mathematics Education : CERME 10, CERME10 ; Conference date: 01-02-2017 Through 05-02-2017",

url = "https://keynote.conference-services.net/programme.asp?conferenceID=5118",

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Mapping the logics in practice oriented competence development. / Tamborg, Andreas Lindenskov; Allsopp, Benjamin B.; Fougt, Simon Skov et al.
2017. Afhandling præsenteret på 10th Congress of the European Society for Research in Mathemathics Education, Dublin, Irland.

Publikation: Konferencebidrag uden forlag/tidsskrift › Paper/skriftligt oplæg › Forskning › peer review

TY - CONF

T1 - Mapping the logics in practice oriented competence development

AU - Tamborg, Andreas Lindenskov

AU - Allsopp, Benjamin B.

AU - Fougt, Simon Skov

AU - Misfeldt, Morten

N1 - Conference code: 10

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

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

KW - teacher education

KW - Arcform

KW - action learning

KW - teacher training

KW - theory and practice

M3 - Paper

T2 - Congress of European Research in Mathematics Education

Y2 - 1 February 2017 through 5 February 2017

ER -

Mapping the logics in practice oriented competence development

Abstract

Konference

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Citationsformater