Pre-teksten sin rolle i rettleiing av nyutdannaprofesjonsutøvarar

Abstract

SAMMENDRAGMålet med artikkelen er å vise korleis nyutdanna profesjonsutøvarar sine eigne innspel kan bidra til kvalitet og profesjonstilhøyrigheit i rettleiingsarbeidet. Kronotopar er uttrykk for meiningsinnhaldet i dei sakene nyutdanna profesjonsutøvarar sjølve meiner dei treng rettleiing på, og dei sikrar inkludering av dei nyutdanna sine eigne perspektiv i rettleiingsprosessane. Tilnaerminga er basert på kartlegging av kronotopar i barnevernspedagogar, sosionomar og vernepleiarar sine skriftlege tekstar. Kronotopane er kartlagde gjennom ein studie av 12 tekstar. Sentrifugalkronotopen, sentripetalkronotopen og ein kronotop med konkurrerande stemmer framstår som dei sentrale kronotopane i pre-tekstane.Nøkkelord kronotopar, pre-tekst, Bakhtin, rettleiing av nyutdanna profesjonsutøvarar ABSTRACT The main aim behind this article is to show how newly graduated professionals' own understandings can contribute to the quality in professional supervision. These chronotopes are considered to be meaningful utterences related to cases that the professionals experienced themselves at work and that they mean they need help with. The chronotopic analysis used in the research is a part of the scientific approach used in this article.

Subjectivity and change in process of supervision

“…As for now their subjectivities are mostly shaped by the authorial and authoritarian voices of their teachers and texts, since their professional subjectivity is at its budding stage. Similar powerful forces in supervision context are also observed in a former study of newly educated in professional work (Søndenå & Gradovski, 2017). This former study shows that supervision context is dominated by a generic monologue, based on centrifugal forces (Bakhtin, 1986), while more vulnerable individual voices come into oblivion.…”

“…Husserl's phenomenological tradition, for example, considers that subjectivity's main aim was to clarify the subjective origins of sense in the condition of givenness of things (Miguens et al 2013). In recent decades, givenness and traditional views on supervision in the field of higher education have been challenged by various late and postmodern theoretical perspectives (Dysthe, 1999(Dysthe, , 2006Skagen, 2007;Kvale, 2007;Søndenå & Gradovski, 2017). This can be regarded as a tension between conceptions representing various perspectives on subjectivity, with subjectivity based in nature, givenness of things, sameness and «beingone» on the one side, and understandings based on «being-multiple» and openness on the other (Deleuze, 1991).…”

“…Skagen (2007) claims that self-realisation has achieved a sacral status in the individual's perception and image of reality, and that this has also influenced the work of the supervisor in higher education since the 1970s and 80s. This implies an optimistic and underlying belief that the supervisor can help to encourage a hidden, but equally fully existent fixed universal subject as «being one», in the meaning of realization of self (Søndenå & Gradovski, 2017).…”

Humble Hopes in Mentorship and Education: Thinking with Temporality

“…Several researchers have highlighted the temporal aspects of mentoring, problematising issues pertaining to the idea of mentoring as a continuum during the process of transitioning from primary education to adopting mentoring as a professional practice [5][6][7][8][9]. Other researchers have emphasised the relationship between the individual and collective dimensions of mentoring, thus problematising the common belief that mentoring is individual, isolated and instrumental and, therefore, reduced to routine techniques [10][11][12][13][14]. Overall, the significant task of expanding mentorship beyond routine techniques related to separate individuals has been emphasised, and the idea of promoting continuums in mentorship has been questioned.…”

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

“…supervision from social workers at the educational institution (in addition to the supervision provided by the field instructors), and this parallel supervision took place in a learning environment where it was allowed to make mistakes and explore different approaches (Nordstrand & Skjefstad, 2019). The third study investigated how recently graduated social workers could contribute with quality and professional affiliation in the supervisory cooperation, and the authors highlights the importance of that supervisees from the beginning perceives themselves as independent and acting subjects and that the two that the dyad consists of together are going to create new insights (Søndenå & Gradovski, 2017).…”