Teachers´perceived supervisory competence in supervising teaching practice in the context of Finnish early childhood teacher education
Teaching practice is an essential part of Finnish early childhood teacher education. An experienced early childhood education and care (ECEC) teacher works as a supervisor for the student during the teaching practice. The supervisor's task is to support the development of the ECEC expertise of...
Saved in:
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Early Childhood Education Association Finland
2025-06-01
|
| Series: | Journal of Early Childhood Education Research |
| Subjects: | |
| Online Access: | https://journal.fi/jecer/article/view/143923 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850232156153970688 |
|---|---|
| author | Heidi Chydenius Lauri Heikonen Tuulikki Ukkonen-Mikkola Katja Annala Elina Fonsén Tarja Liinamaa |
| author_facet | Heidi Chydenius Lauri Heikonen Tuulikki Ukkonen-Mikkola Katja Annala Elina Fonsén Tarja Liinamaa |
| author_sort | Heidi Chydenius |
| collection | DOAJ |
| description | Teaching practice is an essential part of Finnish early childhood teacher education. An experienced early childhood education and care (ECEC) teacher works as a supervisor for the student during the teaching practice. The supervisor's task is to support the development of the ECEC expertise of the student teacher. In our research, we used quantitative and qualitative methods to analyse the supervising ECEC teachers' perceived supervisory competence. The research data consist of nationwide survey data collected in the OHOSKE project from ECEC teachers acting as supervisors. The data were analysed using explorative factor analysis. The qualitative data used in the survey supported the research results. The results show that supervisory competence is built from two elements: 1) supervising the student's individual professional growth and learning, and 2) supervising the student as part of the professional community of ECEC. In addition, the results suggest that the perceived supervisory competence is connected to the completion of supervisory training. We propose that supervisory training should be offered for all the ECEC teachers acting as supervisors, and the training should be developed to consider the community element of supervision better.
|
| format | Article |
| id | doaj-art-b01d6824e46d4dfa925ac35b48cfbd15 |
| institution | OA Journals |
| issn | 2323-7414 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Early Childhood Education Association Finland |
| record_format | Article |
| series | Journal of Early Childhood Education Research |
| spelling | doaj-art-b01d6824e46d4dfa925ac35b48cfbd152025-08-20T02:03:16ZengEarly Childhood Education Association FinlandJournal of Early Childhood Education Research2323-74142025-06-0114110.58955/jecer.143923Teachers´perceived supervisory competence in supervising teaching practice in the context of Finnish early childhood teacher educationHeidi Chydenius0Lauri Heikonen1Tuulikki Ukkonen-Mikkola2Katja Annala3Elina Fonsén4Tarja Liinamaa5University of Helsinki, University of Eastern FinlandUniversity of HelsinkiUniversity of HelsinkiUniversity of JyväskyläUniversity of JyväskyläUniversity of JyväskyläTeaching practice is an essential part of Finnish early childhood teacher education. An experienced early childhood education and care (ECEC) teacher works as a supervisor for the student during the teaching practice. The supervisor's task is to support the development of the ECEC expertise of the student teacher. In our research, we used quantitative and qualitative methods to analyse the supervising ECEC teachers' perceived supervisory competence. The research data consist of nationwide survey data collected in the OHOSKE project from ECEC teachers acting as supervisors. The data were analysed using explorative factor analysis. The qualitative data used in the survey supported the research results. The results show that supervisory competence is built from two elements: 1) supervising the student's individual professional growth and learning, and 2) supervising the student as part of the professional community of ECEC. In addition, the results suggest that the perceived supervisory competence is connected to the completion of supervisory training. We propose that supervisory training should be offered for all the ECEC teachers acting as supervisors, and the training should be developed to consider the community element of supervision better. https://journal.fi/jecer/article/view/143923supervisory competenceECEC teacher educationteaching practice |
| spellingShingle | Heidi Chydenius Lauri Heikonen Tuulikki Ukkonen-Mikkola Katja Annala Elina Fonsén Tarja Liinamaa Teachers´perceived supervisory competence in supervising teaching practice in the context of Finnish early childhood teacher education Journal of Early Childhood Education Research supervisory competence ECEC teacher education teaching practice |
| title | Teachers´perceived supervisory competence in supervising teaching practice in the context of Finnish early childhood teacher education |
| title_full | Teachers´perceived supervisory competence in supervising teaching practice in the context of Finnish early childhood teacher education |
| title_fullStr | Teachers´perceived supervisory competence in supervising teaching practice in the context of Finnish early childhood teacher education |
| title_full_unstemmed | Teachers´perceived supervisory competence in supervising teaching practice in the context of Finnish early childhood teacher education |
| title_short | Teachers´perceived supervisory competence in supervising teaching practice in the context of Finnish early childhood teacher education |
| title_sort | teachers´perceived supervisory competence in supervising teaching practice in the context of finnish early childhood teacher education |
| topic | supervisory competence ECEC teacher education teaching practice |
| url | https://journal.fi/jecer/article/view/143923 |
| work_keys_str_mv | AT heidichydenius teachersperceivedsupervisorycompetenceinsupervisingteachingpracticeinthecontextoffinnishearlychildhoodteachereducation AT lauriheikonen teachersperceivedsupervisorycompetenceinsupervisingteachingpracticeinthecontextoffinnishearlychildhoodteachereducation AT tuulikkiukkonenmikkola teachersperceivedsupervisorycompetenceinsupervisingteachingpracticeinthecontextoffinnishearlychildhoodteachereducation AT katjaannala teachersperceivedsupervisorycompetenceinsupervisingteachingpracticeinthecontextoffinnishearlychildhoodteachereducation AT elinafonsen teachersperceivedsupervisorycompetenceinsupervisingteachingpracticeinthecontextoffinnishearlychildhoodteachereducation AT tarjaliinamaa teachersperceivedsupervisorycompetenceinsupervisingteachingpracticeinthecontextoffinnishearlychildhoodteachereducation |