Using Self-Study to Develop a Third Space for Collaborative Supervision of Master's Projects in Teacher Education

• Published in: Studying Teacher Education
• Main Authors: Jónsdóttir, Svanborg R., Gísladóttir, Karen Rut, Guðjónsdóttir, Hafdís
• Other Authors: School of Education (UI), Menntavísindasvið (HÍ), Háskóli Íslands, University of Iceland
• Format: Article in Journal/Newspaper
• Language: English
• Published: Informa UK Limited 2015
• Subjects: Collaborative supervision; Self study; Master's projects; Third space; Learning community; Core reflection; Pasa; Iceland; Islandia
• Online Access: https://hdl.handle.net/20.500.11815/1882; https://doi.org/10.1080/17425964.2015.1013026

Teacher education is constantly being renewed in response to continuous social, economic and technological changes. In 2008, teacher education in Iceland was extended from a three-year to a five-year master’s degree program and this significantly increased the number of students at the master’s level. To respond to these changes, 3 university-based teacher educators organized collaborative supervisory meetings for 18 master’s students during the school years 2012– 2014. We used self-study methodology to analyze our progress and inspire our development as supervisors. The goal was to gain a better understanding of how we learn together in collaborative supervision and to develop, adapt, and change our teaching and learning practices. Data included reflective notes and journals, recordings of students’ and supervisors’ meetings, e-mails, tickets out of class, and material from Moodle. Constant analysis of data was conducted with personal reflection and collective discussion, using theories to scrutinize data. Our findings show that, by working together on supervisory issues, we expanded our resources, strengthened our collaboration and trust, developed our professional identities, and improved our collective supervisory efficacy. We discovered that self-study provided an in-between space for us to explore cultures, roles, and visions as we collaboratively contested, defined and recreated our roles as supervisors. La formacio´n docente pasa por continuos procesos de renovacio´n en respuesta a cambios sociales, econo´micos y tecnolo´gicos. En Islandia en 2008, la formacio´n docente fue extendida de tres an˜os a un programa de ma´ster de cinco an˜os, lo que incremento´ significativamente el numero de estudiantes en el nivel de ma´ster. Para responder a estos cambios, tres formadores de docentes de la universidad organizaron reuniones de supervisio´n colaborativa de 18 estudiantes durante los an˜os 2012– 2014. Utilizamos la metodologı´a del self-study para analizar nuestro progreso e inspirar nuestro desarrollo como ...