Supervision meetings give teachers and students opportunities to interact with each other and to co-regulate students’ learning processes. Co-regulation refers to the transitional process of a student who is becoming a self-regulated learner by interacting with a more capable other such as a teacher. During a task, teachers are expected to pull back their support and give opportunities to students to take responsibility. This study aims to explore the shifting patterns of co-regulation, feedback perception, and motivation during a 5-month research project. Participants were 20 students conducting research in pairs and six teachers who supervised these students. Two videotaped supervision meetings at the beginning and end of the research process and questionnaires on feedback perception and motivation were analysed. Results on co-regulation showed a constant and comparable level of regulation at the start and at the end of students’ research projects. Feedback perception did not change, but motivation decreased significantly.
This is a manual on supervision with video recordings and role-play. The manual provides points of reference for reflecting in a team on the implementation of the work and learning from each other by means of video recordings and role-play. We know that the quality of the care provided is directly related to the outcomes for clients. And we know that learning from each other helps to improve this quality. Using this manual, a team can get to work on this.
Proefschrift van drs. Jeroen Gradener naar de legitimiteit van community development (opbouwwerk). Niet vanzelf krijgen opbouwwerkers een mandaat van bewoners om hen te ondersteunen in het verbeteren van hun eigen leven en hun leefomgeving. Hoe deze opbouwwerkers erin slagen om ondanks weerstanden hun legitimiteit als professional te ontwikkelen is onderwerp van het internationaal vergelijkend promotieonderzoek.
