Triadic supervision based on digital documentation – a positive factor for teacher students’ participation and reasoning
DOI:
https://doi.org/10.15845/ntvp.v8i1.3703Keywords:
chained reasoning, digital supervision, legitimate participation, preparation time, practicumAbstract
The purpose of this study was to generate knowledge about digital triadic conversations for the development of student teachers’ practical professional skills. The study was conducted in a distance context for triadic supervision during the final practicum period for student teachers. The analysis of 16 conversations showed that most students had processed the observation documentation, that the students became legitimate participants in the conversations and was given a considerable time to speak. Three themes were identified: students justified their teaching choices, they provided different courses of action, and they identified consequences for their pupils. We found a relation between quality in conversations, digital documentation in observation and time for preparation before the triadic supervision. The results implicate that the level of quality in documentation was good enough for reflection on teaching and for students’ legitimate participation.
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Copyright (c) 2023 Ann-Christine Wennergren, Jaana Nehez, Caroline Nagy, Henrietta C. Godolakis, Linda Nilsson, Frida Wirén
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