The dissertation examines the professional identity negotiation of the supervising teachers in Teacher Training Schools. The aims of this study were to investigate 1) what kind of professional identity tensions did the supervising teachers experience in relation to their work, 2) what did the professional identity of the supervising teachers look like when they described their work using metaphors, and 3) how did the supervising teachers describe their professional development as part of the negotiation of professional identity. The dissertation is based on interviews of 14 novice supervising teachers and essays of 15 experienced supervising teachers. The qualitative data were thematically analysed.
The results show that the supervising teachers experienced professional identity tensions related to the supervising relationship with the student teachers and aspects of the work. The metaphors identified in the data drew a picture of the supervising teachers’ perceptions of the supervisi
ng teachers’ work, supervision and student teachers. The professional development of supervising teachers as part of the professional identity negotiation was examined from the perspective of driving factors that support development and developmental needs.
The research results increase understanding of what kind of professional identity negotiation processes are essential for the supervising teachers, and at the same time, particularly challenging ones. The results also draw a picture of the culture and practices related to the work of the Teacher Training Schools’ supervising teacher and provide an indication of the multifaceted theoretical approaches underlying the supervision, with emphasis particularly on the principles of dialogical and sociodynamic supervision. An examination of tensions showed that almost all supervising teachers acted under cross-pressure from internal expectations and external conditions, which put pressure on professional identity renewal and negotiation. The metaphors used by the supervising teachers described them as supportive to the student teachers’ professional development through a reciprocal, safe and collaborative dialogic relationship and at the same time building an understanding of themselves as professional agents and developing as a supervisor. The paths of development as a supervisor and future-oriented needs emerged as cross-cutting theme in the data of both novice and experienced supervising teachers. That can be inter-preted as a continuation of professional development throughout the career.
The research provided significant new information on professional identity negotiation of the Teacher Training Schools’ supervising teachers and the growth and development processes involved in it. In these processes the supervising teachers constantly strive to define and renew their perception of themselves as a professional agent. There were similarities in the professional identity negotiation of novice and experienced supervising teachers, but the study also showed the specific features of identity negotiation of novice supervising teachers – such as uncertainty associated with constructing professional expertise – which reflected their recent career transition.
Based on the results, some means are presented that support the involvement, professional identity negotiation and active agency of supervising teachers and help building community involvement and competence. The research results can be used to support the professional devel-opment of supervising teachers and to develop teacher training and supervising practices.
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