Praksisapproksimation i læreruddannelsen
Øvelse i skole-hjem-samarbejde for lærerstuderende og situeret kollegial videndeling for læreruddannere
DOI:
https://doi.org/10.7146/lup.v10i2.153356Nøgleord:
skole-hjem-samarbejde, læreruddannelse, simulation, praksisapproksimation, kropsligt forankret læringResumé
Resumé
I artiklen præsenteres analyser fra afprøvning af et rollespil, der simulerer et forældremøde, med lærerstuderende. Indledningsvis samles op fra litteraturen om praksisbaseret læreruddannelse, skole-hjem-samarbejde som indholdselement i læreruddannelsen og situeret kollegial videndeling. I ramme af det designbaserede forskningsprojekt er de lærerstuderendes udbytte undersøgt med brug af et kvalitativt survey med åbne refleksioner og gennem observation. Desuden er muligheder, ved at en erfaren læreruddanner afprøver simulationen på et hold, hvor underviseren ikke har erfaring med rollespil, undersøgt gennem interview. Den tematiske analyse samles under fem overskrifter: 1) lærerens lederskab, 2) vigtighed af kommunikation og ordvalg, 3) motivation for teoretisk fordybelse, 4) egen kropsligt forankrede læring og 5) situeret læring gennem feedback fra læreruddanner og iagttagelse af medstuderende. Erfaringer fra den læreruddanner, der ikke tidligere havde arbejdet med rollespil, viser betydningen af konkret og situeret kollegial videndeling. En sådan tilgang kan give nye muligheder for spredning og deling af praksisser blandt læreruddannere.
Nøgleord
skole-hjem-samarbejde, læreruddannelse, simulation, praksisapproksimation, kropsligt forankret læring
Abstract
Analyses are presented from trying a role-play of a parental meeting with a class of student teachers. First a condensation from the research literature about practice-based teacher education, school-parental cooperation as a topic in teacher education, and situated collegial reflections is presented. The student teachers’ perceived outcomes are examined using a qualitative survey and observations. Furthermore, possibilities when an experienced teacher educator is trying out the simulation in a class, where the normal teacher educator does not have experiences with role-plays, is examined through an interview. The findings are presented under five thematic headlines: 1) taking leadership as a teacher, 2) the importance of communication, 3) motivation for further theoretical studies, 4) embodied learning, and 5) situated learning through feedback from educator and observation of co-students. Experiences from the teacher educator, who did not work with role plays before, illustrate the importance of the situated sharing of knowledge.
Keywords
parental cooperation, teacher education, simulation, practice approximation, embodied learning
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