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study1, this type of knowledge making pattern appeared in only a few
conversations.
The figure below attempts to illustrate the focus and development of
the various types of conversation:
Visibility
Affirmation
Provocative queries
Knowledge making
Consolidation
Figure 14. Different conversational patterns
In study 1, I have also tried to describe and analyze issues related to how
the mentor's own learning is developed. In the analysis of conversational
patterns, we can see how the supervisors received insight into questioning
and listening, about the importance of letting everyone be heard, but
also of the importance of that supervisor "resist" by trying to challenge
the thoughts expressed by the group.
The supervisors´ own learning processes seem to follow different patterns.
I spotted this in the analysis of the empirical data in study 1 and my
interest was awakened to make a new study of how supervisors' learning
evolves over time.
The majority of supervisors bring out a couple of things that they have
in common and which had a significant impact on how their learning
evolved over time: documentation of the tutorial talks by using tape recorders
as well as their own notations, which in various ways contribute
to reflection.
By subsequently listening to the taped conversations, the tutorial instructors
get a clear picture of how the talks progressed. This means that
they can also see their own learning. Experience right after a completed
tutorial can say one thing, but having listened through the conversation
the experience of the conversation comes true or can be reviewed in one
or another direction. Several supervisors emphasize that the tutorial talks
become even clearer when they write out the taped conversations. The
text makes the conversation visible such as the questions that have been
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