Abstract
Teacher education is constantly being renewed in response to continuous social, economic and technological changes. In 2008, teacher education in Iceland was extended from a three-year to a five-year master's degree program and this significantly increased the number of students at the master's level. To respond to these changes, 3 university-based teacher educators organized collaborative supervisory meetings for 18 master's students during the school years 2012–2014. We used self-study methodology to analyze our progress and inspire our development as supervisors. The goal was to gain a better understanding of how we learn together in collaborative supervision and to develop, adapt, and change our teaching and learning practices. Data included reflective notes and journals, recordings of students' and supervisors' meetings, e-mails, tickets out of class, and material from Moodle. Constant analysis of data was conducted with personal reflection and collective discussion, using theories to scrutinize data. Our findings show that, by working together on supervisory issues, we expanded our resources, strengthened our collaboration and trust, developed our professional identities, and improved our collective supervisory efficacy. We discovered that self-study provided an in-between space for us to explore cultures, roles, and visions as we collaboratively contested, defined and recreated our roles as supervisors.
Highlights
Please cite the original version: Vinsamlega vísið til útgefnu greinarinnar: Svanborg R
We look at our collaboration as peripheral participation within a learning community of becoming supervisors of master’s students
We found that discussing different aspects of the writing process helped us respond to students’ challenges: I am frustrated by how Anna’s writing falls short of fulfilling academic standards and how far she is from seeing the importance of the theoretical chapter to the practical part of her research in the research proposal. (Svanborg’s journal, January 2013)
Summary
Please cite the original version: Vinsamlega vísið til útgefnu greinarinnar: Svanborg R. Using self-study to develop a third space for collaborative supervision of master’s projects in teacher education. In Iceland in 2008, teacher education was extended from a three-year to a five-year master’s degree This significantly increased the number of students at the master’s level. To respond to these changes, we, three university-based teacher educators, organized collaborative supervisory meetings for 18 master’s students during the school years 2012-2014. Analyse and evaluate the data according to accepted practices and research methods in the respective field” (Kennsluskrá, 2014) To meet these parameters students work on a research or a developmental project where they use research methods to gain profound knowledge and understanding of a specific phenomena. The project is 30 ECTS and generally lasts over one academic year
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
