Supervising teachers' orientations and conceptions about content and process in teaching practice
被引:1
作者:
Lindstrom, Lina
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机构:
Univ Helsinki, Fac Educ Sci, Siltavuorenpenger 1-5,10 POB 9, Helsinki 00014, FinlandUniv Helsinki, Fac Educ Sci, Siltavuorenpenger 1-5,10 POB 9, Helsinki 00014, Finland
Lindstrom, Lina
[1
]
Lofstrom, Erika
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机构:
Univ Helsinki, Fac Educ Sci, Siltavuorenpenger 1-5,10 POB 9, Helsinki 00014, FinlandUniv Helsinki, Fac Educ Sci, Siltavuorenpenger 1-5,10 POB 9, Helsinki 00014, Finland
Lofstrom, Erika
[1
]
Londen, Monica
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机构:
Univ Helsinki, Fac Educ Sci, Siltavuorenpenger 1-5,10 POB 9, Helsinki 00014, FinlandUniv Helsinki, Fac Educ Sci, Siltavuorenpenger 1-5,10 POB 9, Helsinki 00014, Finland
Londen, Monica
[1
]
机构:
[1] Univ Helsinki, Fac Educ Sci, Siltavuorenpenger 1-5,10 POB 9, Helsinki 00014, Finland
Teacher education;
practice supervision;
supervision orientations;
teaching practice;
supervising teacher;
FIELD EXPERIENCES;
PERCEPTIONS;
EDUCATION;
IDENTITY;
MENTORS;
D O I:
10.1080/03055698.2022.2028608
中图分类号:
G40 [教育学];
学科分类号:
040101 ;
120403 ;
摘要:
Research has identified the importance of teaching practice in student teachers' professional development. Supervising teachers are crucial in this process. While the focus previously has mostly been on student teachers' pedagogical development, it is equally important to understand how supervisors enable development processes through their conceptions of their task. The aim of this study is to shed light on supervising teachers' conceptions about practice supervision in terms of affordances and supervision orientations. The qualitative data (N = 26) consisted of a discussion item and written assignments concerning the supervision process collected in connection to supervision training. The data were analysed through content analysis. We identified four supervision orientations. The teaching orientation was dominant, yet differences in how supervisors conceptualise affordances during practice emerged. The results highlight the need to support supervisors in conceptualising the relational dimension as an affordance and strengthen supervisors' sense of their role as teacher educators.