Purpose
The study investigates kindergarten teachers’ practice-based perspectives at the general level, as well as their reflections on the role of pedagogical supervisors and work involving pedagogical documentation. The research questions are: 1) How do kindergarten teachers reflect on their professional role and practice in kindergarten? 2) What opportunities and challenges do they describe related to pedagogical supervision in kindergarten? 3) How do they reflect on the work of pedagogical documentation as a tool?
Result
The results show that kindergarten teachers reflect on both opportunities and challenges related to the role of supervisor. The importance of reflecting on practice is emphasised, and that pedagogical supervision can be a way to share knowledge and strengthen and increase the quality of collaboration between colleagues. The need to work systematically with pedagogical documentation in order to meet curriculum objectives is also highlighted. At the same time, there are challenges associated with pedagogical supervision and documentation as a method of work, as well as that changing conditions can lead to reduced quality in kindergarten. This requires, for example, sufficient time, good collegial relationships and thorough analysis of documentation work in kindergarten.
Design
The investigation is based on submissions from two year groups taking a continuing education course in pedagogical supervision at university level. The researchers analyse a total of 84 assignments based on the students’ logbooks, which were submitted as part of the examination. The informants come from different parts of southern Sweden with varied backgrounds and employment status. They mainly work as mid-level managers, supervisors, subject teachers, development educators, pedagogical supervisors and educators.
References
Häikiö, T. (2022). Förskollärares reflekterade praktik–en undersökning om pedagogisk handledning och pedagogisk dokumentation. Nordisk barnehageforskning, 19(4), 103–124.