Preschool teachers' reflected practice – a study on pedagogical supervision and pedagogical documentation as quality markers

• Research topic/aim: In order to maintain the quality in preschool, competent and trained personnel are needed as well as an increased relational professionalism (Furu & Sandvik, 2019; Williams & Sheridan, 2018). The study aims to shed light on practice-based perspectives on professional activities in Swedish preschool on an overall level, and specifically preschool teachers' reflective processes in the role of pedagogical supervisor and the work with pedagogical documentation. The research results are based on the questions: - What opportunities and difficulties do prechool teachers describe with pedagogical supervision in preschool? - How do preschool teachers reflect on the work with educational documentation? Theoretical framework: In the role of pedagogical supervisor there is a potential to contribute to the development of activities as a collegial support. The role includes analyzing one's own development based on a responsive, listening pedagogy and reflective practice (Åsén Nordström, 2014). The role of pedagogical supervisor includes leading development and supervising colleagues (Hirsh & Bergmo-Prvulovic, 2019). This means conducting development through planning, follow-up and evaluation being able to analyze the educational activities through reflective processes (Lendahls-Rosendahl & Rönnerman, 2002). Methodology/research design: Reflected practice forms the theoretical starting point for both the study and the analysis of the results, where different themes (Braun & Clark, 2006) emerge from statements about preschool teachers' work with pedagogical supervision and pedagogical documentation. The study is based on analyzes in 84 written texts based on student logs during four different university courses in an academic continuing education for pedagogical supervisors between the years 2017-2019. Expected results/findings: The results show how preschool teachers reflect on opportunities but also difficulties with pedagogical supervision and pedagogical documentation as a working methods based on their personal development during the continuing education. Changed conditions risk leading to a deterioration in quality in preschool and pedagogical supervision can be a way to spread knowledge and strengthen collegial cooperation and quality. Relevance to Nordic educational research: The changes that emerge in the results of the survey can be contrasted with the changes of the educational and professional conditions in Swedish preschool, at the same time showing an increasing collegiality and collaboration as an increased schooling of the preschool (Tallberg Broman, 2020; Williams & Sheridan, 2018). The results point at a need for an interactive and relational view of learning and collegiality where the professional role is changing requiring stronger pedagogical leadership due to a diminishing of qualified personnel and more quality control (Bjørnestad & Pramling Samuelsson, 2012; Williams, Sheridan & Pramling Samuelsson, 2016; Åsén, 2020).

Ämnesord

SAMHÄLLSVETENSKAP  -- Annan samhällsvetenskap -- Övrig annan samhällsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Other Social Sciences -- Other Social Sciences not elsewhere specified (hsv//eng)

Nyckelord

preschool

reflected practice

pedagogical supervision

pedagogical documentation

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)