Exploring the use of technology designed to support the supervision process in teacher training placements

Abstract

The practicum supervision process in teacher education comprises various cyclic experiential learning activities (e.g. planning, observation and supervision conversation). Research has documented considerable challenges relating to this process, but also that digital technology can help. In the study, a software program designed for practicum supervision (MOSO) is tested in three Scandinavian teacher education programmes in which groups of student teachers are supervised by a mentor teacher. Throughout this process, the participants continuously alternate between individual reflection, and analogue/digital collaborative reflection. The aim of the study is to contribute knowledge about the experiences of using this technology, and data was collected through qualitative survey and focus groups. The software contributed to improving the quality of the practicum supervision process, for example by: safeguarding supervision on lesson planning; improving observations, feedback and recollection; and facilitating more reflective and collaborative student teachers. The study also identifies important challenges when using such technology.