Universal Journal of Educational Research Vol. 7(3A), pp. 31 - 39
DOI: 10.13189/ujer.2019.071304
Reprint (PDF) (238Kb)

The Role of the Educational Conversation in Succeeding in Undergraduate Kindergarten Teacher Education

Modgun Ohm ^*, Kristine Hjelle
Western Norway University of Applied Sciences, Bergen, Norway

ABSTRACT

This paper investigates an institutional practice of the educational conversation that is a part of the undergraduate kindergarten teacher education program at a Norwegian university. The formal goal connected to this practice is to facilitate students coping with their courses of study. Thus, this paper reconstructs the perspectives of the teacher educators and the students regarding this practice and reconstructs its various supportive qualities. The core of the support derived from the educational conversation stems from transforming the formal, professional, and institutional expectations of the kindergarten teacher education program into the personal motivation of the students. Reflecting on better conditions for the educational conversation is connected to ethical reflections on the power relations and influence that face-to-face meetings with experienced teachers who listen can have on students particularly in the era of mass education.

KEYWORDS
Professional Mentoring, Kindergarten Teacher Education, Subjectification, Dialogue, Educational Conversation, Succeeding with Studies

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Modgun Ohm , Kristine Hjelle , "The Role of the Educational Conversation in Succeeding in Undergraduate Kindergarten Teacher Education," Universal Journal of Educational Research, Vol. 7, No. 3A, pp. 31 - 39, 2019. DOI: 10.13189/ujer.2019.071304.

(b). APA Format:
Modgun Ohm , Kristine Hjelle (2019). The Role of the Educational Conversation in Succeeding in Undergraduate Kindergarten Teacher Education. Universal Journal of Educational Research, 7(3A), 31 - 39. DOI: 10.13189/ujer.2019.071304.