TY - JOUR
T1 - Giving birth to a supervisory identity built upon pedagogical perspectives on teaching
T2 - The case of a novice physical education cooperating teacher
AU - Amaral-da-Cunha, Mariana
AU - Graça, Amândio
AU - Batista, Paula
AU - MacPhail, Ann
N1 - Publisher Copyright:
© The Author(s) 2019.
PY - 2020/5/1
Y1 - 2020/5/1
N2 - 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.
AB - 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.
KW - cooperating teacher
KW - physical education
KW - professional identity
KW - school placement
KW - Teaching perspectives
UR - http://www.scopus.com/inward/record.url?scp=85068593467&partnerID=8YFLogxK
U2 - 10.1177/1356336X19857181
DO - 10.1177/1356336X19857181
M3 - Article
AN - SCOPUS:85068593467
SN - 1356-336X
VL - 26
SP - 353
EP - 374
JO - European Physical Education Review
JF - European Physical Education Review
IS - 2
ER -