Learning to Notice og brug af videooptaget undervisning i læreruddannelsen
DOI:
https://doi.org/10.7146/lup.v7i2.132892Nøgleord:
Læreruddannelse, Learning to Notice, brug af videooptaget undervisning, fagdidaktiske sprog og begreber i dansk, interviewstudieResumé
Studiet undersøger lærerstuderendes udvikling af professionel opmærksomhed med afsæt i konceptet Learning to Notice (LTN), deres brug af fagsprog og begreber, begge dele med afsæt i videooptaget undervisning fra skolefaget dansk i folkeskolen. Resultaterne peger på, at struktureret observation grundlæggende styrker studerendes opmærksomhed på lærerens handlemuligheder i klasseværelset og på et potentielt læringsudbytte i forbindelse med integration af videooptaget undervisning i campusundervisning. Samtidig har studerende vanskeligt ved at beskrive, analysere og forudsige hændelser i undervisningen og anvende faglige begreber om de elementer, de lægger mærke til. De studerende får typisk øje på relationer mellem elever og lærere, mens fokus på danskfaglige problemstillinger træder i baggrunden. Med udgangspunkt i projektets resultater ser vi brug af video og systematisk observation (LTN) på læreruddannelsen som et område, hvor videre studier kan bidrage til større forståelse for studerendes indsigt i læreres praksis og herunder de beslutninger og temaer, som undervisning består af i klasseværelset.
Abstract
The study examines students’ development of the concept Learning to Notice (LTN), their use of professional language and concepts, based on video-recorded teaching from the school subject Danish in primary school. The results indicate that structured observation fundamentally strengthens students’ awareness of the teacher’s options for action in the classroom and of a potential learning outcome associated with the integration of video-recorded teaching in campus teaching. At the same time, students have difficulty describing, analyzing, and predicting events in teaching and applying academic concepts about the elements they notice. The students typically see relationships between students and teachers, while the focus on subject matters falls into the background. Based on the project’s results, we see the use of video and systematic observation methods in teacher education as an area where further studies can contribute to a greater understanding of students ’insight into teachers’ practice and including the decisions and themes that teaching consists of in the classroom.
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