SammendragKunnskap om tilrettelegging for kritisk tenkning er vesentlig i barnehage og skoler, i laererutdanning og i veilederutdanning. Artikkelen presenterer og døfter eksempler på hvordan veiledningssamtaler mellom nyutdannede og deres veiledere å pner for kritisk tenkning ved å vise til data fra to doktorgradsavhandlinger (Bjerkholt, 2013a;Ødegå rd, 2011). Denne å pningen kommer til uttrykk ved at deltakerne tydeliggjør og gransker beslutningsgrunnlaget for pedagogiske valg. Analysene viser at spor av kritisk tenkning er tydeligere i noen samtaler enn i andre. Sporene varierer i form og omfang, og de arter seg forskjellig. Forhold som barnehage-og skolekontekst, veiledningskontekst og relasjoner mellom de nyutdannede og veilederne samt veiledernes kompetanse har betydning for hvordan og i hvilken grad veiledningssamtaler å pner for kritisk tenkning.Nøkkelord: Kontekstualisering, relasjoner, antakelser, begrunnelser, perspektiver, autonom, funksjonaer, demokrati Abstract Knowledge of how to facilitate critical thinking is essential in kindergartens and schools, in teacher education and in the education of mentors. This article presents and debates examples of how mentoring sessions between the new teachers and their mentors create room for critical thinking, by referring to data from two doctoral dissertations. The analyses of the mentoring sessions show how the sessions, to a certain extent, provide room for critical thinking. This opening for critical thinking is reflected in the way the participants clarify and examine the basis for pedagogical choices. The analyses also show that traces of critical thinking are more apparent in some sessions than in others. These traces vary in form and magnitude, and they appear in different ways. Various factors have important influence on how and to what degree the mentoring sessions open up for critical thinking; for example, the conditions in kindergartens-and school contexts, mentoring context, and relations between the new teachers and their mentors, as well as the mentors' abilities and competences.

SAMMENDRAGMålet med artikkelen er å vise korleis nyutdanna profesjonsutøvarar sine eigne innspel kan bidra til kvalitet og profesjonstilhøyrigheit i rettleiingsarbeidet. Kronotopar er uttrykk for meiningsinnhaldet i dei sakene nyutdanna profesjonsutøvarar sjølve meiner dei treng rettleiing på, og dei sikrar inkludering av dei nyutdanna sine eigne perspektiv i rettleiingsprosessane. Tilnaerminga er basert på kartlegging av kronotopar i barnevernspedagogar, sosionomar og vernepleiarar sine skriftlege tekstar. Kronotopane er kartlagde gjennom ein studie av 12 tekstar. Sentrifugalkronotopen, sentripetalkronotopen og ein kronotop med konkurrerande stemmer framstår som dei sentrale kronotopane i pre-tekstane.Nøkkelord kronotopar, pre-tekst, Bakhtin, rettleiing av nyutdanna profesjonsutøvarar ABSTRACT The main aim behind this article is to show how newly graduated professionals' own understandings can contribute to the quality in professional supervision. These chronotopes are considered to be meaningful utterences related to cases that the professionals experienced themselves at work and that they mean they need help with. The chronotopic analysis used in the research is a part of the scientific approach used in this article.

Supervising texts with a bachelor thesis as its outcome, has been prioritized in the Norwegian Early Childhood Teacher Education. The focus has been on recruiting enough supervisors, and on qualifying supervisors. There has not been a similar focus on the bachelor texts as such, and on questions concerning what kind of function these texts should have in professional education. From a Bakhtinian dialogic perspective we value variation and change in student subjectivity as a fruitful, rather than a problematic means of enhancing quality. The current study has two main research questions: (1) what typologies of subjectivity can be identified in student’s bachelor texts, and (2) what typologies of subjectivity are given priority and how these priorities respond to the possibility of change. Concerning the first question, students’ legitimations have been identified as typologies of uncomplicated and complex subjectivity. As for the second question we observed that individual voices in bachelor students’ texts were not given equal status compared with more powerful generic voices that represent sameness. The latter voices are interpreted as articulated intentions in the national curriculum for the Early Childhood Education and Care, and in local curricula. An important insight from this study is that changes in subjectivity is tightly connected to sameness for all bachelor students and educational cannons. Student subjectivity seems to be fixed and finished and in status of adjustment to universal claims. Such insight generates new questions concerning the space for students’ lived experience, emotions and creativity in higher education.

No abstract