FULLTEXT02

Using the figure below, I would like to try to illustrate the various levels
in a session.
Values
Theories
Experience
Figure 13. Different levels in a mentor session
The content of the figure helps supervisors when they switch levels in a
conversation. If a supervisor involved in guiding the conversation begins
with describing a situation that makes participants anxious, maybe others
could "add" different input that almost describes the same thing. If the
supervisor then asks the question "How is it that you choose to do as you
do" or "How do you know that the way you do today is the best way to
act" the conversation can open up for reflection, which in turn implies
that the theories and values can be woven into the conversation.
The figure is partly inspired by Handal and Lauvås reasoning around
teachers' practical vocational theory, which is based on three components:
personal experience, theories and values. This context refers to the
“practice-triangle" of Lovlie, in which educational practice is illustrated
with the help of a triangle divided into three levels: an action level, a
mental level (planning and reflection) and an ethical level (ethical considerations)
(Lauvås & Handal, 1982).
In my analysis of conversational patterns, I have also tried to see (3) in
which direction the talks evolve during mentor sessions, and to what extent
they change character to deepen and lead the supervisors to develop
new perspectives and ways of looking at their role. For a session to be
able to integrate thought and action, the mentor must challenge the
group’s thoughts about and descriptions of their practices by offering
resistance. To be able to ask questions that are challenging and developing
it helps if the supervisors are aware of and have taken a position on
how they perceive children’s learning, teacher's roles and the purpose of
the pre-school. Otherwise, there is great risk that the supervisor's own
desire to participate in the conversation colors the questions posed.
The reflections of supervisors about the conversations have been divided
into different categories based on how the talks developed. I have
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