Læreruddanneres engagement i eksperimenterende didaktiske initiativer
- analyseret i professionsdidaktisk perspektiv
DOI:
https://doi.org/10.7146/lup.v6i1.127789Nøgleord:
læreruddannelsesdidaktik, professional agency, studentercentreret læring, undersøgende og eksperimenterende læreprocesser, professional learning in a teacher education, student-centered learning, inquiry-based learning, experimental teaching and learningResumé
I artiklen undersøges læreruddanneres forståelse og engagement i arbejdet med at oversætte og være med til at implementere eksternt initierede didaktiske initiativer, der ikke oprindeligt er tænkt ind i læreruddannelsen. Det drejer sig om initiativerne Playful Learning, teknologiforståelse, Engineering i skolen, innovation og entreprenørskab samt makerspaces eller makerdidaktik. Artiklen er det foreløbige resultat af et sekventielt teoretisk og empirisk forskningsprojekt. Resultaterne i artiklen baserer sig primært på et fokusgruppeinterview med læreruddannere, men de trækker ligeledes tråde til teori og eksisterende forskning på LU-området samt den empiri, der tidligere er indsamlet i projektet. Overordnet diskuteres i artiklen de potentialer og udfordringer, initiativerne rummer i forhold til udviklingen af professionsdidaktik på en læreruddannelse. Mulighederne og udfordringerne består af dels forhold knyttet til det organisatoriske oversættelsesarbejde, læreruddannere og ledere skal lave, og dels de nye begreber og bagvedliggende værdier, initiativerne rummer, og der kræver en nærmere definition, så de fremstår tydelige og afgrænsede.
The article examines teacher educators’ engagement in the work of translating and implementing externally initiated educational initiatives. These are the initiatives Playful Learning, technology in education, Engineering in schools, innovation and entrepreneurship and makerspaces or maker-didactics. The article is the result of a sequential theoretical and empirical research project. The results in the article are primarily based on a focus group interview with teacher educators, but also draw on theory and research in the fi eld of Teacher Education and empirical data previously collected in the project. Overall, the article discusses the potentials and challenges in relation to the development of professional teacher education. The opportunities and challenges consist partly of conditions related to the organizational translation work that teacher educators and leaders must undertake, and partly of the new concepts and underlying values that the initiatives build upon, requiring a more detailed defi nition so that they appear clear and delimited.
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