The literary mentoring dialogue
Empowerment and de-hierarchization in a Norwegian L1 master’s supervision process
DOI:
https://doi.org/10.15845/ntvp.v10i1.4344Keywords:
Norwegian L1, difficult texts, primary school teacher education, master's supervision, literary dialogueAbstract
Creating structures for practice-relevant, discipline-specific master’s theses constitutes a challenge in teacher education. The article analyzes a mentoring model where the university and the practice field collaborate to facilitate students’ professional development in Norwegian L1. We focus on a situation where five students, a practice teacher, and three university-based master supervisors participated in a joint reading circle about a “difficult” literary text. This became the basis for students’ data collection in a ninth-grade class. To highlight participants’ experiences over time, we analyze a material consisting of reflective logs, individual interviews, and group interviews. Drawing on theories of the third space and teaching as an event, we demonstrate that what we call a mentoring literary dialogue has the potential to empower students and eliminate the hierarchy between the university and the practice field. We argue that the meeting between these participants happens in the discipline and discuss implications for supervision of master projects.
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Copyright (c) 2025 Per Esben Svelstad, Ann Sylvi Larsen, Marion Gimsøy Stavsøien
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