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MAXIMISING LEARNING DIALOGUE OPPORTUNITIES IN PROFESSIONAL FIELD-BASED EXPERIENCES

MAXIMISING LEARNING DIALOGUE OPPORTUNITIES IN PROFESSIONAL FIELD-BASED EXPERIENCES. Andrew Smith, Marion Sanders, Suzzanne Barthow o n behalf of the rest of the team: Bev Norsworthy, Phillip Ozanne , Cindy Weydemann and Lynne Miles,

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MAXIMISING LEARNING DIALOGUE OPPORTUNITIES IN PROFESSIONAL FIELD-BASED EXPERIENCES

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  1. MAXIMISING LEARNING DIALOGUE OPPORTUNITIES IN PROFESSIONAL FIELD-BASED EXPERIENCES Andrew Smith, Marion Sanders, Suzzanne Barthow on behalf of the rest of the team: Bev Norsworthy, Phillip Ozanne, Cindy Weydemann and Lynne Miles, and our admin assistance: Karen Welson, Pam Fisher, Jane Eccles and Donnelle Newson.

  2. Maximising Learning Dialogues • “Enriched learning dialogue” is believed to be essential to field-based components of professional preparation. • Assumptions that field-based practicum experiences are effective can be inaccurate. • This study focuses on professional preparation programmes for Early Childhood Education and for Counselling. • Collaborative study: BTI, NZTC & Wintec. • Seeks to review the use of intentional strategies aimed at developing professional learning dialogue.

  3. The Process • Initial questionnaires re perceptions of supervision – semester 1, 2010. • Use of four interventions through semester 2, 2010. • Questionnaire to review use of the interventions – end of 2010. • Preliminary data analysis – early 2011. • Running the preliminary findings past a sub-set of participants – current. • Report writing and resource development – May – August.

  4. The Participant group • Initial group of 27 dyads, from four programmes, three institutions, based geographically through two islands from Auckland to Queenstown. • Counselling and Early Childhood Education degree programmes. • Students from each year of their programme in which practicum experience occurs. • Student age range: 23 – 61 years old. • AT/supervisor years of experience in the role: 1 – 11 years.

  5. About supervision in general Data provides strong statements about • Preferred roles within supervision • Desire of both students and supervisors for relationship • Commonality of difficulty of access/time to talk • Degree of agency • Overall effectiveness of supervision • Mismatch between what supervisors say and what students perceive happens • Mismatch between institutions’ goals and actual experience on practicum

  6. About the interventions • Partnership map A path to go by Establishing solid base for a professional relationship • Belief inventory • Allowed us to see perspectives of interpretation • Critical incident • Promotes honest reflection, • Dealing with real life outcomes • Research article • Made us dig deeper

  7. About the interventions Main benefits • Brought structure, scaffolding, intentionality, an invitation to step into learning conversations • Recognised link between structure and relationship • Facilitated discussion about beliefs, worldview, professional understanding • Changed nature of supervisory role – support and encouragement but also critical friend, evaluator, observer, professional peer • All deemed useful but…

  8. Proposed outputs • Final report and executive report • Journal articles • Counselling • Early Childhood • Teacher Education (generic) • Supervision • Self-evaluation tool for supervisors (based on repertory grid) • DVD – 5 habits of highly effective mentors • Series of pamphlets –related to mentoring. eg building relationship, encouraging learning dialogue, agency in the mentoring relationship, mentor as role model

  9. The challenges • The logistics of working across institutions – making material available, arranging times to meet, co-writing… • Participant recruitment – it took much perseverance to find the initial group of participants – many who were approached were “too busy” to participate despite the relatively low level of expectation of time commitment. • Retaining participant engagement for the duration of the project – some fell by the wayside for a range of reasons without letting us know. • The challenge of what constitutes robust data in a qualitative paradigm. We have important stories to tell – generalisation is in the hands of the reader.

  10. Thank you for listening. Questions and comments?

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