A portfolio that tells the story of the partnership and sheds light on processes of marginalization, studio pedagogy, and how it can inspire more traditional subjects
The Boundaries of Inclusion as a Lever for Resilience
Fostering an inclusive environment by pedagogical instructors can create a sense of belonging and acceptance among students (Gay, 2010). This action involves continuous appreciation alongside genuine acceptance of diverse perspectives, backgrounds, and experiences. When students feel included, they are far more likely to engage actively in learning, share their thoughts and concerns openly, and develop a sense of ownership and personal responsibility for their educational journey.
Case Representation
How do they manage the division of labor between them? How can they address—together and separately—student teachers who do not meet their obligations in the professional training? Does there exist—or should there exist—a defined division of roles between the academic-pedagogical instructor and the mentor teacher? What are the role definitions of the academic-pedagogical instructor and the mentor teacher? The representation at the center of this tool provides a glimpse into the shared management between an academic-pedagogical leader and a mentor teacher. The tool includes a facilitation guide for a meeting and a brief theoretical background addressing the "supervision triad."
Spotlight on Motivation
How can we motivate a student teacher who is not meeting their goals to take action? How can we inspire motivation in them? This tool is designed for academic-pedagogical leadership teams facing this issue and offers an approach based on exploring representations. The tool includes a facilitation guide for a meeting, theoretical background on motivation among student teachers, and a motivation taxonomy table based on Self-Determination Theory (SDT).
Promoting Effective Communication
How can we promote effective communication between an academic-pedagogical leader and a student in a situation of resistance from the student? This resource addresses this issue and is designed for team meetings of academic-pedagogical leaders working in various teacher training settings. It includes a representation-based facilitation framework and a brief theoretical background on effective communication.
Guidance for Practice Research
The document includes: theoretical background, guidance framework, guidance for working with representations, and an activity to promote collaboration between the pedagogical instructor and the mentor teacher.
Zoom Out Cards (Set Two)
Zoom Out Cards (First Set)
Zoom Out Cards Instructions
How Does Middle Leadership Work in Our School?
