The project ended on 1 January 2016. In total, fourteen groups, forty-three students and seventeen practical training supervisors took part. 

In the period autumn 2013 to spring 2014, individual interviews were carried out with supervisors, group interviews with students and supervisors, and an open, qualitative questionnaire was completed.

The results show, amongst other things, that students and supervisors appear to participate more actively with greater motivation and concentration and increased reflection. Feedback is furthermore more constructive and concretised with the use of tablets.

The main focus for the project during the autumn of 2014 was:

  • the processing and publication of experiences and findings
  • the development of the website
  • the production of videos with information and instruction in connection with the project
  • further trials in collaboration with six practical training supervisors
  • planning of 2015 activity

The main focus for the project in 2015 was:

  • documentation and spreading knowledge and experiences from the project. This will take place in the form of publications, lectures, guest lectures and continuous updates of the website
  • to further develop the usage of tablets in teacher training supervision in GLU (primary education). Some trials, on a smaller scale, can also be carried out in BLU (kindergarten education) and other programmes of professional study with supervised professional training.
  • project planning of software solutions.
  • the organisation of the pedagogical usage of tablets in teaching practice supervision.
  • collaboration with practical training supervisors, teaching practice schools and teacher training programmes.
  • publication of articles with findings from the project.

Particular challenges connected to further trials and/or implementation

We ascertained that a number of challenges emerged in particular connected to a possible more extensive trial and/or a large scale implementation of tablets as tools for observation and supervision in teacher training programmes. The challenges were connected to, for example: the processing of data, software with limited functionality and compatibility, a lack of expertise in relation to the use of ICT in general and in supervisions in particular, and a lack of holistic thinking about teaching practice supervision “design”, of which technology is a part. These are the questions that we will be working with further.  

Software program MOSO

With the R&D work as background, a software program, MOSO – Mentoring and Observation Software has been developed in cooperation with UIA. This will be tested and trialled in practice groups during 2017. 

Project employees

Petter Mathisen
Project Manager
Centre for Teaching and Learning
University of Agder

Cato Bjørndal
Professor Dr.Polit. 
Department of Education
University of Tromsø – The Arctic University of Norway

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