Att leda med omsorg: fyra handledningsmetaforer i aktionsforskning

Abstract

Today, there is great interest in practice-based research in school and a popular form of collaboration between researchers and teachers is action research. Supervision is central to action research. This study’s purpose is to problematize supervision and supervisor roles in action research via metaphors. The theoretical basis is the philosophy of care ethics by the American educational philosopher Nel Noddings. The study was conducted within a community of supervisors where one was a research supervisor and three were teacher supervisors. Data collection included written reflections and collegial conversations on supervision. The analysis was based on thematic analysis and the domain interaction model. In the analysis, four supervision metaphors in action research emerged: the gardener, the shepherd, the teacher and the bridge-builder. All roles can be practiced at the same time and sensitivity determines when a supervisor moves in and out of different roles. The conclusion is that care ethics can contribute to an increased understanding of supervision as something situated and relational, where a symmetrical approach between supervisor and supervised is emphasized. It is important not to treat everyone equally, but instead to get to know each other as individuals, trust and care for them, based on their needs.