WIKINDX Resources
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Snoeck Iris & Struyf Elke (2012). « The inservice-teacher-training in Flemish schools : Does practice make a (more) perfect teacher?: A perspective on coaching and evaluating ». Journal of Workplace Learning, vol. 24, n° 4, mai, p. 286–298. ISSN 1366-5626. En ligne : <http://www.emeraldinsig ... 31299&show=abstract>.
Added by: Feyfant Annie (03 Sep 2013 13:22:21 Europe/Paris) |
| Resource type: Journal Article DOI: 10.1108/13665621211223397 ID no. (ISBN etc.): 1366-5626 BibTeX citation key: Snoeck2012  |
Categories: Enseignants Subcategories: formation continue des enseignants Keywords: formation continue des enseignants Creators: Snoeck, Struyf Collection: Journal of Workplace Learning |
Views: 1809/2020
Views index: 19% Popularity index: 4.75% |
| URLs http://www.emerald ... 1299&show=abstract |
| Abstract |
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Purpose: The aim of this study is to analyse the experiences of student teachers and mentors regarding in-service teacher-training or the {"Learning} in the Workplace Trajectory" ({LIW)} in Flemish secondary schools. How is this trajectory perceived by mentors and student teachers, i.e. do their individual expectations and capacities match with the formal guidelines implemented by the teacher-training institutes (and how)? Design/methodology/approach: This study investigates the {LIW} trajectory on a pragmatic level, using qualitative research methods such as semi-structured interviews. The focus of this study is twofold: coaching during the {LIW} trajectory and evaluation during and at the end of the {LIW} trajectory. Findings: The majority of the respondents (mentors and student teachers) indicated that adequate communication and partnership between school and teacher-training institute (on both organizational and individual level) is essential for a successful trajectory. The challenges which both organizations have to face in order to establish an effective partnership and to effectively guide future student teachers towards their future profession, were made transparent: invest in intensive coaching and install structural involvement of both school and institute during the trajectory. Research limitations/implications: This study was limited to a qualitative methodology and therefore has very few universal implications. Furthermore, this study originated from a practical point-of-view, with no interest in finding new theoretical insights on workplace learning. Social implications: This study shows that without sufficient financial and structural support from the government, schools and teacher-training institutes are left facing the challenges (finding ways to invest in and increase coaching the {LIW} student teachers and structural involvement in the organization of the {LIW} trajectory of schools) on their own. Originality/value: This study aimed to highlight the perspective of student teachers and mentors--in other words to see this {"Learning} in the Workplace Trajectory" through their experience, as they experience(d) it in order to get a look inside the daily practice of both {LIW} students and mentors during coaching and evaluation.
Added by: Feyfant Annie |