Praksisnære profesjonssamtaler med studenter i barnehagelærerutdanningen

Abstract

This article describes and analyses the characteristics of career dialogues with first-year students in an early childhood education institution in Norway. The goal of these dialogues is to contribute to the students' professional development. The methodological approach of the study is action research based on focus-group interviews with students and teachers. The data material shows that teachers are adaptive, supportive and affirmative. However, they do not challenge the students by asking critical questions. This indicates some challenges, but also opportunities that lie in the institutions’ career dialogues, which may enhance    the students’ professional development. Our findings are discussed in the light of theories on professionalism, communication and guidance.