Chronotopic Thresholds, Reflection, and Transformation of Supervision Experiences for Preschool Assistants in Norwegian Preschools.

The purpose of this study is to examine how preschool assistants experience supervision and suggest how supervision practice can be organised on the basis of a specific dialogue perspective. In this study, supervision is viewed as a conversation (dialogue or discussion), in which participants can reflect on their own ideas and actions.

The study indicates that opportunities to reflect and share experiences with other employees would help preschool assistants develop and become better professionals. It is important that preschool assistants are acknowledged and allowed to discuss their experiences and values. This requires supervisors who are able to supervise from a holistic perspective. In addition, the study shows that preschool assistants, as learning employees, are expected to take part in necessary cooperation that supports the function of the preschool. Moreover, only learning employees – the preschool assistants – can initiate the necessary dialogue as they alone know their own limits, understandings, needs and knowledge.

The data collection is based on an initial questionnaire survey with 37 preschool assistants in Norway. The questionnaire survey was followed by individual interviews with four preschool assistants from three preschools who also took part in the questionnaire survey, and three administrative leaders or preschool teachers. Data was entered and analysed using descriptive statistical tools. Open-ended questions were analysed using a thematic analysis, and qualitative data was compared with quantitative data in order to substantiate and generalise the overall results.

Gradovski, M. & Løkken, I.M. (2015). Chronotopic Thresholds, Reflection, and Transformation of Supervision Experiences for Preschool Assistants in Norwegian Preschools. International Journal of Early Childhood 47(2), 331-345.