FULLTEXT02

English Summary
This thesis studies how pedagogical supervisors develop their mentoring
skills over time. The empirical data is taken from group sessions aiming
to enable preschool teachers to reflect and develop educational activities.
The aim of the thesis is to investigate how a number of pedagogical supervisors
developed their supervisory competence over a five-year period.
In order to meet this objective two studies were made in which the
following issues were important:
a) what sort of learning takes place among the supervisors
b) in what ways have different frameworks and conditions been important
for guiding the talks
c) can the patterns of conversation be discerned during the sessions and
how do these patterns reflect their learning and skills
The thesis presents two studies of educational supervisors and tutor based
earning which were carried out with an interval of about ten years. The
first study was made with twenty newly trained supervisors and a second
follow-up study about five years later was conducted with ten of the
same supervisors. This chapter summarizes the key findings from the
two studies. I will start with the results from study 1.
Study 1
The analysis of the empirical material of study 1 demonstrates that the
frames often have a significant impact on the ability to lead group tutorial
conversations. Various frameworks provide opportunities as well as limits
for the session. The impact on the process and the patterns of conversation
that develop depends largely on how supervisors and group participants
deal with the conditions given in the form of the contextual conditions
that the management expects, the facilities, the size of the groups,
the work situation and experiences. The spatial conditions are of importance,
not least as regards access to premises or site, if you can sit and
converse privately without being interrupted by phone calls, children,
colleagues or others. That the time frame has great influence is obvious:
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