”HUR SKA JAG HANDSKAS MED DEN ELEVEN JAG HAR IDAG?” En fenomenografisk intervjustudie om elevassistenters och specialpedagogers uppfattningar om handledning för elevassistenter

Abstract

Aim: The aim of the present study was to investigate how special educators and student assistants perceive supervision for student assistants and what they think about potentially using part 3 "Interactions" in the research-based observation tool "Communication Supporting Classrooms" in supervision. This was done by using a phenomenographic approach. Theory: As the focus of the study is on supervision and in this, communication and inter action, two theoretical perspectives were chosen as the basis. The sociocultural perspective where communication and interaction are necessary for learning, as well as the variation theory where variation is necessary for a learning to take place. These two theories have similarities but also complement each other. Method: The collected data material was based on qualitative, semi-structured interviews with four special educators and four student assistants with varying back grounds, at primary schools in a large municipality in Sweden. The interviews were transcribed and analyzed through a phenomenographic analysis model in seven steps with a focus on referential and structural aspects. As a result, a few description categories have emerged that show qualitative differences in perceptions of supervision for student assistants. Result: The informants of the study have experience of supervision in different ways. However, it emerges that student assistants often must seek support on their own. The results show that supervision for student assistants should contribute to manageability and lead to a change in practice. The content is completely dependent on the situation, but the informants emphasize a focus on the professional role of student assistants and their work situation here and now, and how students are viewed are important to discuss. Special educators have a preventive and promotional purpose for supervision, while student assistants demand a remedial purpose. There is a consensus that both group and individual supervision are needed. The greatest variation in perceptions emerges regarding the supervisor role. According to the study's informants. Psychologist, coun selor, staff from special needs compulsory school and student assistant who knows the student well are suggested as suitable supervisors. Regarding "Communication Supporting Classrooms Observation Tool" Part 3, as a pos sible basis in supervision, the informants believe that the tool can be used to support special educators in the supervision assignment and support student assistants in their role. Among positive perceptions of the tool, it is emphasized that it is evidence-based and can have a preventively and promotingly function.