Abstract
Completing a Master’s thesis is a part of becoming a professional teacher in Iceland, and teacher educators must prepare students for this challenge in an efficient way that empowers them throughout the process. Core reflection is a useful tool for teacher educators to use in analyzing and finding solutions to such a challenge. In this chapter, we introduce research on collaborative supervision of Master’s students in the School of Education at the University of Iceland, the purpose of which was to understand how we as supervisors could use self-study and core reflection to develop both a learning community for Master’s students and our own professional identities as teacher educators. As three teacher educators, we conducted this collaborative self-study over a 3-year period in which we reflected on our supervision. We gathered knowledge about our development and discovered that, by working on supervisory issues together, we expanded our resources to respond to students’ challenges. We not only created a learning community for students; we also created an overlapping learning community for us to advance our efficacy as supervisors. We expanded each of our competencies and increased our supervisory repertoires by learning from each other. The use of self-study and core reflection allowed us to develop the collaborative supervision more consciously. The data gave us opportunity to revisit our experiences and increased our competence to make changes based on the analysis of the data.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Ticket out of the Classroom (TOC) is a protocol the authors used with students asking them to articulate their learning before they leave the classroom session.
- 2.
The student represented here is a composite of several students, male and female.
References
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Los Angeles: SAGE Publications.
Feldman, A. (2003). Validity and quality in self-study. Educational Researcher, 32(3), 26–28. Retrieved from http://www.jstor.org/stable/3699831
Goddard, R. D., Hoy, W. K., & Woolfolk, A. (2000). Collective teacher efficacy: Its meaning, measure, and effect on student achievement. American Education Research Journal, 37(2), 479–507.
Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24(7), 1884–1892.
Iceland Teachers’ Union. (n.d.). Iceland teachers’ union website in English. Retrieved from http://ki.is/Iceland-teachers-union.
Jónsdóttir, S. R., & Macdonald, A. (2013). Settings and pedagogy in innovation education. In L. V. Shavinina (Ed.), The Routledge international handbook of innovation education (pp. 273–287). London: Routledge.
Jónsdóttir, S. R., Guðjónsdóttir, H., & Gísladóttir, K. R. (2015). Using self-study to develop a third space for collaborative supervision of Master’s projects in teacher education. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 11(1), 32–48.
Korthagen, F. A. J., & Kessels, J. P. A. M. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4–17.
Korthagen, F. A. J., & Vasalos, A. (2010). Going to the core: Deepening reflection by connecting the person to the profession. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry (pp. 529–552). London: Springer.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Loughran, J. J. (2002). Effective reflective practice: In the search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43.
Martin, S. D., & Dismuke, S. (2015). Maneuvering together to develop new practices: Examining our collaborative processes. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 11(1), 3–15. http://dx.doi.org/10.1080/17425964.2014.1001356.
McAnulty, J., & Cuenca, A. (2014). Embracing institutional authority: The emerging identity of a novice teacher educator. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practice, 10(1), 36–52.
Pinnegar, S., & Hamilton, M. L. (2010). Self-study of practice as a genre of qualitative research: Theory, methodology and practice. Dordrecht: Springer.
Samaras, A., Guðjónsdóttir, H., McMurrer, J. R., & Dalmau, M. D. (2012). Self-study of a professional organization in pursuit of a shared enterprise. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practice, 8(3), 303–320.
Shor, I., & Freire, P. (1987). What is the “dialogical method” of teaching?. The Journal of Education, 169(3), 11–31. Retrieved from http://www.jstor.org/stable/42741786
Taylor, M., Klein, E. J., & Abrams, L. (2014). Tensions of reimagining our roles as teacher educators in a third space: Revisiting a co/autoethnography through a faculty lens. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practice, 10(1), 3–17.
University of Iceland, School of Education. (2014). Course catalogue 2014–2015. Retrieved from https://ugla.hi.is/kennsluskra/index.php?tab=nam&chapter=namskeid&id=91050420146
Watts, M., & Lawson, M. (2009). Using a meta-analysis activity to make critical reflection explicit in teacher education. Teaching and Teacher Education, 25, 609–616.
Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Learning in landscapes of practice: A framework. In E. Wenger-Trayner, M. Fenton-O’Creevy, S. Hutchinson, C. Kubiak, & B. Wenger-Trayner (Eds.), Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practiced-based learning (pp. 13–30). London/New York: Routledge.
Wolcott, H. (2008). A way of seeing. Washington, DC: Rowman & Littlefield.
Acknowledgments
We want to thank the Teaching Development Fund of the University of Iceland for supporting the development of our community and the University of Iceland Research Fund for supporting our self-study.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Guðjónsdóttir, H., Jónsdóttir, S.R., Gísladóttir, K.R. (2017). Collaborative Supervision: Using Core Reflection to Understand Our Supervision of Master’s Projects. In: Brandenburg, R., Glasswell, K., Jones, M., Ryan, J. (eds) Reflective Theory and Practice in Teacher Education. Self-Study of Teaching and Teacher Education Practices, vol 17. Springer, Singapore. https://doi.org/10.1007/978-981-10-3431-2_13
Download citation
DOI: https://doi.org/10.1007/978-981-10-3431-2_13
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-3429-9
Online ISBN: 978-981-10-3431-2
eBook Packages: EducationEducation (R0)