Projects per year
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 anchoring Action Learning as a teacher training method and thereby benefitting its full potential.
Original language | English |
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Title of host publication | Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education : (CERME10) |
Editors | Ghislaine Gueudet, Therese Dooley |
Number of pages | 8 |
Place of Publication | Oslo |
Publisher | European Society for Research in Mathematics Education |
Publication date | 2017 |
Pages | 3873-3880 |
ISBN (Electronic) | 978-1-873769-73-7 |
Publication status | Published - 2017 |
Event | 10th Congress of the European Society for Research in Mathematics Education - Institute of Education, Dublin City University, Dublin, Ireland Duration: 1 Feb 2017 → 5 Feb 2017 http://cerme10.org/ |
Conference
Conference | 10th Congress of the European Society for Research in Mathematics Education |
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Location | Institute of Education, Dublin City University |
Country/Territory | Ireland |
City | Dublin |
Period | 01/02/2017 → 05/02/2017 |
Internet address |
Projects
- 1 Finished
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Evaluering af fagdidaktisk kompetenceudvikling
Misfeldt, M. & Haugsted, M.
01/01/2013 → 01/10/2014
Project: Research