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.

“ 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.

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

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.

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

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

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…

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

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.

Thank you for listening. Questions and comments?