Learning to lead a pedagogical circle: Concerns of pedagogical advisers
Pedagogical advisers are increasingly called upon to support teachers to transform their teaching practices instead of only training them. However, there are very few documented support systems addressing the professional development of pedagogical advisers. This collaborative research describes the concerns of a pedagogical advisor team that takes on the leading role of a professional development device called a pedagogical circle. Seven exchange meetings and a group interview were conducted. Thematic content analyses revealed eight sub-dimensions to which the pedagogical advisers attached importance. The results show that the dimension regarding organizational aspects is of high importance even though it also impacts their professional identity.