Teaching Is a Story Whose First Page Matters—Teacher Counselling as Part of Teacher Growth

Abstract

The starting point of the study is the work counselling process taking place in the induction phase of the students’ teaching career. The work counselling process consists of activities that support and strengthen the students’ teacher hood and their primary function as teachers by helping them to analyse their work and to attach to working life as newly graduated teachers. In this study, we use contextualisation and storytelling in the frameworks of positive pedagogy and systems theory to reflect on the students’ growth process as teachers. We also acknowledge the importance of Vygotsky’s zone of proximal development and, related to that, timely learning support (scaffolding) and a solution-focused approach as part of the supervision process utilising the methods of work counselling. In this study, autoethnography was used as a tool to help us reflect on our actions and work. Methods were chosen based on the thought that in the induction period, the students’ experiences function as mirrors for us supervisors, helping us to reflect on our actions and the supervision process and to form ideas and meanings based on the documented discourse data.