University supervisors’ conversation strategies for triadic supervision in teacher education
Bibliographic Data
| ID | 21496629 |
|---|---|
| Authors | Jaana Nehez (0000-0002-9293-0445, Halmstad University, corresponding author), Ann‐christine Wennergren (0000-0002-2953-8686, Halmstad University) |
| Year | 2025 |
| Pages | 1-18 |
| Publication date | 2025-02-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2025.2465303 |
| OpenAlex | W4407758788 |
| Language | EN |
| References cited | 17 |
The study presented in this article explores what conversation strategies university supervisors at a Swedish university used when leading triadic supervision in the final phase of teacher students’ education. Social learning theory framed the analyses of four audio-recorded triadic supervision conversations. The findings show four different conversation strategies: corrective, information-seeking, reflective, and experimental conversation strategy. Of these, the first two strategies are centred on disciplining teacher students’ teaching, and the latter two explore teaching itself. This article discusses the characteristics of the identified strategies. The study contributes to enable university supervisors to understand how different conversation strategies affect the possibilities for teacher students’ learning and professional growth. Overall, the findings highlight a problem with equity in triadic supervision
Conversation · Mathematics education · Medical education · Pedagogy · Sociology · Teacher education · Collaborative Teaching and Inclusion · Communication · Innovative Education and Learning Practices · Medicine · Psychology · Teacher Education and Leadership Studies
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| Citation velocity | historical |
|---|---|
| Highly cited | No |