Previously published as: Employee Counselling Today
Online from: 1997
Subject Area: Learning and Development
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|Title:||The inservice-teacher-training in Flemish schools: does practice make a (more) perfect teacher?: A perspective on coaching and evaluating|
|Author(s):||Iris Snoeck, (Institute for Education and Information Sciences (IOIW), University of Antwerp, Antwerp, Belgium), Elke Struyf, (Institute for Education and Information Sciences (IOIW), University of Antwerp, Antwerp, Belgium)|
|Citation:||Iris Snoeck, Elke Struyf, (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 Iss: 4, pp.286 - 298|
|Keywords:||Coaching, Inservice teacher-training, Performance appraisal, Qualitative research, Workplace learning|
|Article type:||Case study|
|DOI:||10.1108/13665621211223397 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
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.
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