Abstract
To maintain team learning for assistants in preschools, dialogue and group discussions are important. These dialogues and discussions can happen both as a part of spontaneous supervision and as a part of an organized process of supervision. Bakhtinian theory of understanding and its notion of dialogue could be used to organize supervision of preschool assistants in Norway. In this study, the goal is to investigate how assistants in preschools in Norway experience supervision and explore how supervision practice could be organized through Bakhtinian ideas and the concepts of chronotopes and chronotopic thresholds. Pedagogical experiences that shift the thresholds of communication can provide a means of operating on the boundaries of meanings within pedagogical situations. These processes encompass reflection and transformation in understanding experiences. Surveys were completed by preschool assistants in 28 preschools and a series of interviews also conducted with administrative leaders, preschool teachers, and preschool assistants. The data indicated that assistants believe that opportunities for reflection and sharing of experiences with others at work would help them learn and become better professionals. It is important that preschool assistants are acknowledged and allowed to discuss their experiences and values. This, in turn, requires supervisors who are able to supervise from a holistic perspective.
Résumé
Le dialogue et les discussions de groupe sont importants pour conserver un apprentissage en équipe chez les assistants en école maternelle. Ces dialogues et discussions peuvent se produire aussi bien dans le cadre d’une supervision spontanée que dans celui d’un processus d’encadrement organisé. La théorie de compréhension de Bakhtin et sa notion de dialogue pourraient être utilisées pour organiser la supervision des assistants de maternelle en Norvège. L’objectif de cette étude est d’examiner comment les assistants des écoles maternelles norvégiennes perçoivent la supervision et d’explorer comment la pratique de la supervision pourrait être améliorée à travers les idées baktiniennes et les concepts de chronotope de seuils chronotopiques. Les expériences pédagogiques, qui changent les seuils de communication, peuvent fournir un moyen de travailler sur les limites des significations dans les situations pédagogiques. Ces processus englobent la réflexion et la transformation dans la compréhension des expériences. Au cours d’une enquête menée dans 28 écoles maternelles, les assistants ont répondu à des questionnaires, et une série d’interviews a été réalisée auprès des directeurs d’école, des instituteurs et des assistants de maternelle. Les données indiquent que les assistants croient que les occasions de réflexion et de partage avec leurs collègues de travail pourraient les aider à devenir de meilleurs professionnels. Il est important que les assistants en école maternelle soient reconnus et qu’ils puissent discuter de leurs expériences et leurs valeurs. Pour cela, il faut avoir des conseillers capables de les encadrer depuis une perspective holistique.
Resumen
El mantener al equipo en un aprendizaje para los asistentes a los preescolares, las discusiones de grupo y el diálogo son importantes. Estos diálogos y discusiones pueden ocurrir, tanto como parte de un proceso organizado de supervisión, como de un proceso de supervisión espontánea. La teoría Bathkiniana sobre el entendimiento y su noción del diálogo, podría ser utilizada para organizar la supervisión de los asistentes al pre-escolar en Noruega. En este estudio, el objetivo era investigar cómo los asistentes a pre-escolares en Noruega experimentaron la supervisión, y explorar cómo la supervisión práctica podría ser organizada a través de ideas Bathkinianas y los conceptos de cronotopos y cronotópicos. Las experiencias pedagógicas que cambian los umbrales de la comunicación pueden proporcionar un medio de funcionamiento en los límites de significados de situaciones pedagógicas. Estos procesos abarcan la reflexión y transformación en la comprensión de experiencias. Las encuestas fueron completadas por asistentes de preescolares en 28 centros preescolares y una serie de entrevistas realizadas, también, con líderes administrativos, maestros de preescolares y asistentes de preescolares. Los datos indicaron que los asistentes creen que las oportunidades para la reflexión y el intercambio de experiencias con otros en el trabajo los ayudaría a aprender y a ser mejores profesionales. Es importante que los asistentes de preescolares reconozcan y permitan discutir sus experiencias y valores. Esto, a su vez, requiere que los supervisores sean capaces de supervisar desde una perspectiva holística.
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Gradovski, M., Løkken, I.M. Chronotopic Thresholds, Reflection, and Transformation of Supervision Experiences for Preschool Assistants in Norwegian Preschools. IJEC 47, 331–345 (2015). https://doi.org/10.1007/s13158-015-0137-x
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DOI: https://doi.org/10.1007/s13158-015-0137-x