Lærerstuderendes erfaringer fra forløb med mindfulness koblet professionsdidaktisk til selvberoenhed og relationskompetence
DOI:
https://doi.org/10.7146/lup.v7i1.132435Nøgleord:
læreruddannelse, relationskompetence, mindfulness, mental trivselResumé
Resumé
I artiklen præsenteres en kvalitativ analyse af data fra forløb for lærerstuderende med fokus på mindfulness, selvberoenhed og relationskompetence. Kvantitative eksperimentelle data fra samme forløb har vist effekt på de lærerstuderendes mentale trivsel. Mulige årsager og kobling til arbejde med relationer som kommende lærer diskuteres baseret på en tematisk analyse af bl.a. gentagne interview. Fem overordnede pointer fremhæves i relation til oplevet udbytte: 1) Der har været en frugtbar spænding mellem kendthed og anderledeshed, 2) de studerende har oplevet en syntese mellem “hoved og krop”, 3) forløbet er oplevet som modsvar mod en udbredt præstationsorientering og acceleration, 4) læringsfællesskabet på holdet fremhæves som afgørende for de studerendes oplevelse af selvberoenhed, og dette ser ud til at blive understøttet af den scene, der sættes af underviserne, og 5) de lærerstuderende oplever selv at have udviklet nogle kompetencer, som de har en intention om at anvende såvel i mødet med (kommende) elever som med kolleger.
Abstract (UK)
The paper presents a qualitative analysis of data from a pedagogical project for student teachers focused e.g. on mindfulness and relational competencies. Previously reported quantitative experimental data from the same project have shown an effect on the student teachers’ mental health. The background for these effects and the connection to the student teachers’ relational work as prospective teachers are discussed based on a thematic analysis of interview data etc. Five key points are highlighted referring to the perceived outcomes: 1) A fruitful tension between something well known and something very different, 2) a synthesis in both body and brain, 3) difference compared to the normal performance orientation and acceleration, 4) a community of learning together has developed and has been experienced as supportive, this is both among peers but also scaffolded by the teacher educators, 5) the student teachers themselves experience to have developed competencies they intend to use with future students and colleagues.
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