Chronotopic Thresholds, Reflection, and Transformation of Supervision Experiences for Preschool Assistants in Norwegian Preschools

Gradovski, Mikhail; Løkken, Ingrid Midteide

doi:10.1007/s13158-015-0137-x

Cited by 6 publications

(4 citation statements)

References 10 publications

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“…This study's findings show that the relationship between the social work students and their field instructors can influence how ethical dilemmas are handled. Beddoe's findings are in accord with the study by Gradovski and Løkken (2015) where the field supervision of Norwegian preschool assistants was in focus. Their findings show that the main agent of influence on the subjective experiences of the assistants' reflection and learning experienced in supervision was the human factor, the cooperation and communication between the assistants and their supervisors.…”

Section: Sa89supporting

confidence: 81%

“…Supervision, according to Kadushin and Harkins (2003, p.123), can be understood as the critical examination of ideas and practice, even of one's own personality. Gradovski and Løkken (2015) define supervision as a setting for authorial learning consisting of five coordinates: time, space, interpersonal axiology, motivated guidance by supervisors and motivated participation by both supervisors and supervisees. The time can be viewed as a critical discussion or dialogue that involves testing of ideas and desires and discussing points of view and values; the space is the very culture with its epistemologies on its many levels that the participants exist in and represent.…”

Section: Sa89mentioning

confidence: 99%

“…In-field placements as learning arenas means that in-filed instructors should be allowed more engagement and contact with the students so that both the students and the instructors could experience and develop interpersonal axiology. Gradovski and Løkken (2015) write that the development of the mutual axiology is based on a mutual understanding between the supervisors and the supervisees that their values are formative in character and can and should be discussed and agreed upon, and requires that both issues of guidance and participation should be negotiated between the students and the instructors. This means that the process of the in-field practice should be re-organized and changed so that students' desires and previous knowledge are better acknowledged and appreciated.…”

Section: Sa107mentioning

confidence: 99%

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Ethical dilemmas in field placements: The experiences of social work students in Norway and possible implications for social work education

Eriksen

Gradovski²

2020

Dialogic Pedagogy Journal

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The study reported in this paper focuses on social work students’ experiences of ethical challenges, including dilemmas, during their field placements. Moreover, drawing on dialogical approach and the results of the thematic analysis, the authors discuss what ethical dilemmas the students experience during their in-field practice, and what implications the handling of these ethical dilemmas can have for the organization of social work education. The findings that are reported in this article are the results of the analysis of six sets of data collected with the help of interviews. The interpretive framework used in this study is a dialogical approach. The research strategy has been a qualitative approach, and the data collection has taken place in semi-natural settings. The thematic analysis of the data lead to four major themes of ethical challenges that the students experienced in their field placements. The first theme concerns structural conditions on a macro level that the students were confronted with when in practice. The second theme is about ethical challenges due to the students´ lack of knowledge and experience in the field. The third theme presents challenges in direct work with service users related to the students´ awareness of values and perspectives. The fourth theme concerns ethical challenges that occurred when students interacted with others in the organizations where the field placements took place. We argue that due to the fact that the authorial agency of any learner consists of personal attitudes, goals, values, knowledge, competences, and skills, it is important to organize supervision activities in a way that allows discussions in free and fearless environments so that the student could learn and unlearn knowledge and skills. This means that in-field placements should be viewed as learning arenas for various types of knowledge and skills, including knowledge on themselves, and not just places where the students can gain only strictly professional practical knowledge and try out their theoretical knowledge.

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Section: Sa89supporting

confidence: 81%

Section: Sa89mentioning

confidence: 99%

Section: Sa107mentioning

confidence: 99%

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Ethical dilemmas in field placements: The experiences of social work students in Norway and possible implications for social work education

Eriksen

Gradovski²

2020

Dialogic Pedagogy Journal

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“…Qualitative publications mainly used interviews, while the quantitative publications in this field all used surveys. Mixed-method studies used both interviews and surveys (Børhaug, 2011;Gradovski & Løkken, 2015;Storli & Sandseter 2017). Furthermore, qualitative research designs were dominant in the sample of 149 publications generated by our searches.…”

Section: Research Design In the Target Studiesmentioning

confidence: 99%

The selection of informants in kindergarten research in Norway: A critical review

Håberg

Leer-Salvesen

2020

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The institution of the kindergarten serves important functions in western societies. The mandate of kindergarten staff reflects this, encompassing aspects of vital importance for children’s well-being and their learning and development processes. Empirical research is needed to scrutinise how kindergarten staff perform these tasks. Analyses of previous studies (Gulbrandsen, Johansson & Nilsen, 2002; Hopperstad, Hellem & Kjørholt, 2005; Borg, Backe-Hansen & Kristiansen, 2008) indicate that while assistants are the main occupational group in Norwegian kindergartens, they have rarely been engaged as informants in kindergarten research. This article reports results from a literature review that investigated which occupational groups have featured as informants in Norwegian kindergarten research from 2008 to 2017. The searches resulted in 149 hits; kindergarten assistants were included as informants in only 43 hits, and they were never the sole occupational group investigated. In closing, the article discusses the methodological and epistemological implications resulting from the skewed representation of kindergarten staff.

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Opportunities for development: the practice of supervision in early years’ provision in England

Soni

2018

International Journal of Early Years Education

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Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document.When citing, please reference the published version. Take down policyWhile the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.

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Chronotopic Thresholds, Reflection, and Transformation of Supervision Experiences for Preschool Assistants in Norwegian Preschools

Cited by 6 publications

References 10 publications

Ethical dilemmas in field placements: The experiences of social work students in Norway and possible implications for social work education

Ethical dilemmas in field placements: The experiences of social work students in Norway and possible implications for social work education

The selection of informants in kindergarten research in Norway: A critical review

Opportunities for development: the practice of supervision in early years’ provision in England

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