Abstract
Before his retirement, Ludo worked as a teacher educator in the teacher education program of the Faculty of Psychology and Educational Sciences at the University of Leuven for over 10 years. A central component of the program is the student teaching internship. Roughly halfway into the internship, Ludo visits his student teachers in schools and observes a lesson. After this lesson, his observations are debriefed in the supervisory conference with the student teacher. He has a very clear understanding of what his role should be during post-observation supervisory conferences: facilitating student teachers’ self-reflective analysis of their teaching experiences. Yet, in his actual practice, Ludo felt he did not always live up to that ideal and his unease with his enactment of supervisory conferences grew over the years. He noticed how he often switched from his deeply valued reflective approach to a more directive approach or a problem-solving, result-driven, technical debriefing of the lesson. He was taken aback by the “master” in him, who very skillfully and diligently tells the student teacher how to (better) deal with a particular situation. This unease and his self-critical reflections formed the starting points for Ludo’s self-study project.
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Vanassche, E., Beck, L., Deketelaere, A., Kelchtermans, G. (2018). The Role of the Teacher Educator During Supervisory Conferences. In: Ritter, J., Lunenberg, M., Pithouse-Morgan, K., Samaras, A., Vanassche, E. (eds) Teaching, Learning, and Enacting of Self-Study Methodology. Self-Study of Teaching and Teacher Education Practices, vol 19. Springer, Singapore. https://doi.org/10.1007/978-981-10-8105-7_19
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