Using the metaphor of orchestration to make sense of facilitating teacher educator professional development

Figures & data

Table 1. Professional characteristics of teacher educators.

Name	Position	Teaching-research requirements	Teaching experience	S-STEP experience
Mats (project organiser)	Associate professor	65% teaching 35% research	Two years as secondary school physical education teacher and 11 years’ as junior team handball coach. Four years as teacher educator (25% during PhD).	Mats defended his PhD three months prior to this study, where he used S-STEP as methodology-pedagogy, focusing on his teaching and pre-service teachers’ learning about teaching physical education (Hordvik, MacPhail, and Ronglan 2017; Hordvik, MacPhail, and Ronglan 2020).
Lasse (course leader)	Assistant professor	80% teaching 20% research	18 years as primary and secondary school physical education teacher and 14 years as senior and junior soccer coach. Seven years as teacher educator.	New to S-STEP at the time the inquiry began.
Berit	Assistant professor	80% teaching 20% research	17 years as an adult education teacher 22 years as teacher educator.	New to S-STEP at the time the inquiry began.
Anders	Assistant professor	80% teaching 20% research	Three years as primary school physical education teacher. Five years as teacher educator.	New to S-STEP at the time the inquiry began.
Tim (meta-level critical friend)	Associate professor	50% teaching 50% research	Five years as secondary school physical education teacher. Nine years as teacher educator.	Tim has been involved in many collaborative S-STEPs (e.g. Fletcher and Casey 2014; Fletcher, Ní Chroinín, and O’Sullivan 2019).

Hordvik, M. M., A. MacPhail, and L. T. Ronglan. 2017. “Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of A Teacher Educator and Pre- Service Teachers.” Journal of Teaching in Physical Education 36 (2): 232–243. doi:10.1123/jtpe.2016-0166.

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Hordvik, M., A. MacPhail, and L. T. Ronglan. 2020. “Developing A Pedagogy of Teacher Education Using Self-study: A Rhizomatic Examination of Negotiating Learning and Practice.” Teaching and Teacher Education 88. doi:10.1016/j.tate.2019.102969.

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Fletcher, T., and A. Casey. 2014. “The Challenges of Models-Based Practice in Physical Education Teacher Education: A Collaborative Self-Study.” Journal of Teaching in Physical Education 33 (3): 403–421. doi:10.1123/jtpe.2013-0109.

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Fletcher, T., D. Ní Chroinín, and M. O’Sullivan. 2019. “Developing Deep Understanding of Teacher Education Practice through Accessing and Responding to Pre-Service Teacher Engagement with Their Learning.” Professional Development in Education 45 (5): 832–847. doi:10.1080/19415257.2018.1550099.

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