Veilederens rolleforståelse i møte med studentgrupper

Abstract

Organization of students into learning groups is a key learning method in early childhood teacher education. Learning groups are intended as an arena for professional development and training for later teamwork in early childhood education and care institutions. Although the potential learning outcome is significant, conflicts and issues that arise from working together are common. A supervisor may help to maximize the potential learning outcome associated with learning groups. This article aims to explore supervisors' understanding of their role when interacting with the learning groups. In order to address this, a focus group interview with four supervisors in an early childhood teacher education programme was conducted. The results show considerable uncertainty regarding the role of supervisor for student groups. This uncertainty includes the degree of closeness to the students and follow-up of the group's academic work and role in conflicts within the group. A system of peer coaching is one measure that may contribute to a better understanding of the role as supervisor, which in turn may have a positive effect on the students' learning outcome.