Search results for: Tuovila Seija

This article describes a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discusses pedagogy of supervision from university supervisors’ perspectives. The purpose of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes.