THE PEDAGOGICAL COORDINATOR AND HIS/HER ROLE AS A TEACHERS' EDUCATOR

his/her identity, competences, and expectations

Abstract

School-centered education has been valued as an opportunity for teacher's reflection: s/he can review his/her work collectively and develop personally and professionally in his/her search for theoretical-practical bases. This educational process, which happens during work hours, demands a mediator: the pedagogical coordinator. This paper, based on an ongoing research for a Ph.D. dissertation, shows that pedagogical coordinators feel unfamiliar in this position; it also highlights a conflict that arises in the asymmetric relations among coordinators and teachers. It can be partly justified by the fact that, historically speaking, pedagogical coordinators were seen as supervisors. The partial analysis carried out so far points out the need to think about reciprocity in teacher and coordinator education since the competences that differentiate them are complementary and collaboratively developed in school.