Research on Practices of Teacher Induction: European and Global Perspectives. Symposium
| Název česky | Výzkum profesní indukce učiteků: evropská a globální perspektiva. Symposium |
|---|---|
| Autoři | |
| Rok publikování | 2012 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | The need to support new teachers is a global challenge. However, there seems to be various understandings of what teacher induction is about and how to support new teachers. In this symposium, various ways of organizing support in the induction phase are studied as ‘practices of induction’ in a European and even a global perspective. The theoretical background is based on the work of Professor Stephen Kemmis (Charles Sturt University, Australia) who is one of the key scholars in developing a theory of practice, along with an American sociologist Theodore Schatzki. Within the theory of ‘practice architectures’, developed by Kemmis and his colleagues, we may understand teacher induction as practices which are constituted within more comprehensive metapractices. The practices are constituted through ‘practice architectures’ (Kemmis, Edwards-Groves, Wilkinson & Hardy 2012; Kemmis & Grootenboer 2008) in which (1.) activities are distributed among participants and in activity systems or networks (in physical space-time), (2.) knowledge is distributed among participants and in different discourses (in semantic space), and (3.) participants and participation are distributed in particular kinds of relationships to one another (and to other objects) in social space. All of these practice architectures, at its various forms and levels, ‘hang together’ (1.) through practical arrangements, (2.) through discourses (3.) and through relations between individuals, groups and institutions. In this symposium, teacher induction is studied as practices at these three levels. There are given practices of teacher induction in every country which are formed through certain ways of (1.) ‘doing’ concrete things in the physical space-time; through arrangements, activities and actions. The practices are also constituted through (2.) ‘sayings’; conceptualizing what is done and what should be done so that the participants of the discourse can understand each other; e.g. “mentoring”, “tutoring”, “internship”, “coaching”, “peer support” etc. All this takes place in a social setting where the people and organisations involved in education (3.) relate to each other. In induction phase, the relationships between teacher education, school administration and trade union are constituted in particular ways in every country. |