Jonsdottir, Gisladottir, & Guojonsdottir 2015 Using Self-Study to Develop a Third Space for Collaborative Supervision of MasterÃ¢â‚¬â„¢s Projects
Jonsdottir, S. R., Gisladottir, K. R., & Guojonsdottir, H. (2015). Using self-study to develop a third space for collaborative supervision of master’s projects in teacher education. Studying Teacher Education, 11(1), 32-48. DOI: 10.1080/17425964.2015.1013026
Summary: In this article, the authors describe a self study they as university teacher educators in Iceland conducted while they supported masters students in their final thesis projects. They found that self study methodology was a useful approach for understanding their practice as teacher educators. They held weekly meetings with the fourteen masters students. There was always food and tea or coffee at the meetings, which they attribute as helping to build a collaborative, trusting environment. They also realized that in order to create a learning community, they needed to be present and active participants. This showed their commitment to the students. Having multiple faculty was helpful because they were able to draw upon each other’s resources. Collaboration was essential in helping the masters students develop necessary skills to conduct their theses. Self-study was also helpful in unearthing beliefs about teaching and learning. This article shows the value of learning communities for faculty and for students.
- What characterizes the development of our collective efficacy and professional identity in the process of creating a community of collaborative supervision?
- How can we as supervisors draw on collective resources in our learning community to help students become reflective and research-focused teachers?
- “Most obviously, our collaboration eliminated isolation in the supervisory process by sharing burdens: concerns, worries, critiques, and workload” (p. 45).