«Det er en fremmed tanke å skulle ha studentene for seg selv» : Om veilederteam i lærerutdanningens praksisstudium

Abstract

Supervisionin practicum in teacher education is a task that is often taken care of by the individualsupervisor, and previous research shows large variations in quality of supervision, follow-up and learning outcomes for the students. The present study deals with the establishment ofsupervisingteams at a school where most teachers are certifiedsupervisors. The term supervisory team refers to the fact that several practice teachers take joint responsibility for the tasks related to the same student group. The studyhighlights how students and practice teachers experience this organization, and how both groups link their experiences to learning and development. The study issocioculturallyanchored with data based on interviews with three supervisor teams and their student groups throughout one period of practicum. The findingsindicate anincipitarycollective tutoringpractice built on an existing collaborative culture, supported by choreographed learning meetings as a structuring resource.