The Difficult Conversation: Facilitating Students' Professional Learning and Development

Yvonne Bakken,Nina Carson,Modgun Ohm

doi:10.13189/ujer.2019.071305

Abstract

This paper reports on student experiences with an interdisciplinary project entitled “The Difficult Conversation”, the aim of which was to develop professional competences linked with parental cooperation in heterogeneous social contexts, ethical reflection, pedagogical tact, and judgment skills. Student experiences with the project were reconstructed by analyzing 43 sets of reflection notes developed by second-year students who participated in the project in February and November 2015, and in January and November 2016. The students argued strongly in favor of the value of “The Difficult Conversation” reporting that it linked theory with practice, permitted them to develop empathy for parents, and provided them with a better understanding of parents from different cultural backgrounds. The conclusions refer to creating conditions for this aspect of professional learning in kindergarten teacher education programs.

Highlights

Both European and Norwegian policy documents identify educational institutions as significant arenas for intercultural dialog and, thereby, the early facilitation of social coherence and integration [1, 2, 3]
Based on the research material of student experiences with the project, we argue that the project provides the students with insights into ethical challenges that await them in the future, and it initiates a reflection process that joins theoretical, ethical, and practical issues
Based on the experiences presented, we argue that the interdisciplinary project of “The Difficult Conversation” contributed much to the development of reflectivity that grows at the intersection of theory, ethics, and practice

Summary

Introduction

Both European and Norwegian policy documents identify educational institutions as significant arenas for intercultural dialog and, thereby, the early facilitation of social coherence and integration [1, 2, 3]. As mobility and migration increases and leads to a greater cultural heterogeneity, rethinking and trying out conceptual and practical tools that allow teachers to cooperate with children from diverse homes to - be able to deal with vulnerable and problematic issues - is an important task for teacher education institutions. Kindergarten teacher education institutions are obliged to equip future teachers with professional tools, strategies, and communication capabilities that are applicable in the context of pedagogical work, parental involvement, and collaboration in other instances. Consciousness of ethical dilemmas and power relations involved in work with children and parents is of equal importance [10]

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Conclusion