Subjectivity and change in process of supervision
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 con...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University Library System, University of Pittsburgh
2020-10-01
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| Series: | Dialogic Pedagogy |
| Subjects: | |
| Online Access: | https://dpj.pitt.edu/ojs/dpj1/article/view/304 |
| _version_ | 1818902069651701760 |
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| author | Bente Vatne Kari Søndenå |
| author_facet | Bente Vatne Kari Søndenå |
| author_sort | Bente Vatne |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-19T20:29:47Z |
| format | Article |
| id | doaj.art-011ccd7b28394998adce54b93ee814b0 |
| institution | Directory Open Access Journal |
| issn | 2325-3290 |
| language | English |
| last_indexed | 2024-12-19T20:29:47Z |
| publishDate | 2020-10-01 |
| publisher | University Library System, University of Pittsburgh |
| record_format | Article |
| series | Dialogic Pedagogy |
| spelling | doaj.art-011ccd7b28394998adce54b93ee814b02022-12-21T20:06:44ZengUniversity Library System, University of PittsburghDialogic Pedagogy2325-32902020-10-01810.5195/dpj.2020.304Subjectivity and change in process of supervisionBente Vatne0Kari Søndenå1Volda University College, NorwayUniversity of Stavanger, NorwaySupervising 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.https://dpj.pitt.edu/ojs/dpj1/article/view/304Supervisionchanging subjectivitylegitimation of choicesreflexive awareness |
| spellingShingle | Bente Vatne Kari Søndenå Subjectivity and change in process of supervision Dialogic Pedagogy Supervision changing subjectivity legitimation of choices reflexive awareness |
| title | Subjectivity and change in process of supervision |
| title_full | Subjectivity and change in process of supervision |
| title_fullStr | Subjectivity and change in process of supervision |
| title_full_unstemmed | Subjectivity and change in process of supervision |
| title_short | Subjectivity and change in process of supervision |
| title_sort | subjectivity and change in process of supervision |
| topic | Supervision changing subjectivity legitimation of choices reflexive awareness |
| url | https://dpj.pitt.edu/ojs/dpj1/article/view/304 |
| work_keys_str_mv | AT bentevatne subjectivityandchangeinprocessofsupervision AT karisøndena subjectivityandchangeinprocessofsupervision |