ABSTRACT

The purpose of this research was to examine the ways that a metaphor could help describe and make sense of the facilitation practices of a teacher educator who collaborated in a self-study of teacher education practice project with colleagues in Norway, and an international critical friend. Our research question was: ‘How does the metaphor of orchestration offer an understanding and elaboration of the complex and dynamic processes of facilitating teacher educator professional development through self-study of teacher education practices?’ Data generation involved three layers composed of reflective diaries written troughout and at the end of the data generation, and audio records of pair and group meetings. The metaphor of orchestration provided insight into the ways the facilitator initiated and tried to steer dynamic and uncontrollable teaching and research practices while providing some concrete examples of how metaphors might be manifested in the practices of facilitators of professional development.

摘要

这项研究的目的是检验隐喻如何帮助描述和理解一名教师教育者的促进实践，该教师教育者与挪威的同事和一位国际批评朋友合作进行了教师教育实践项目的自学。我们的研究问题是：“编排的比喻如何提供对通过教师教育实践自学促进教师教育者专业发展的复杂而动态的过程的理解和阐述？” 数据生成涉及三层，由数据生成期间和结束时写的反思日记以及配对和小组会议的音频记录组成。