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首页> 外文期刊>Journal of international management >Giving birth to a supervisory identity built upon pedagogical perspectives on teaching: The case of a novice physical education cooperating teacher
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Giving birth to a supervisory identity built upon pedagogical perspectives on teaching: The case of a novice physical education cooperating teacher

机译：在教学的教学视角下诞生了建立的监督身份：新手体育教师的案例

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摘要

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.
机译：初步教师教育中的教学观点是探索专业认同的发展的有用分析工具以及与校园校园合作的合作教师的监督实践。案例研究设计与一名经验丰富的体育教师作为一个合作教师作为一个合作教师，以三个体育教师教师，以研究他的专业身份如何通过作为导师的新角色的需求来挑战。在整个一年的学校安置中收集数据，包括三个半结构化访谈和合作教师的每周期刊条目。通过接地理论编码程序通知分析。开放式代码折叠成三个隐喻轴向主题：（a）变色龙，（b）定制的合作教师，（c）联络关系。为了履行作为合作教师的新角色，并超过了与他的第一个保险队教师的教学关系，致力于提出动态的监督挑战，合作老师呼吁他对教育专业教学的教育视角，建立了建设性，协作和查询场所，但最终练习教学观点因保护教师的个人特征而呼应了学徒模型。

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