Uddannelsesforståelser i læreruddannelsen - belyst gennem litteraturstudier og empiriske undersøgelser blandt undervisere

Nøgleord: Læreruddannelsesforståelser, Uddannelsesforståelser

Resumé

Baseret på kondensering af international forskning og empirisk materiale fra dansk læreruddannelse diskuteres begrebet uddannelsesforståelse i artiklen. Dette begreb anvendes som samlebetegnelse for grundlæggende antagelser om uddannelsen og artiklen tematiserer, hvordan aktører i og omkring læreruddannelsen løbende kan være i dialog om, reflektere over, udvikle og kritisere sådanne grundlæggende antagelser. Uddannelsesforståelse fremhæves som et nyere og indtil videre fagligt svagt funderet begreb, men der argumenteres for den afgørende betydning af eksplicit og kritisk refleksion over sådanne forståelser. Begrebet er kun i meget begrænset omfang adresseret internationalt, men baseret på en bredere litteratursøgning inden for feltet identificeres tre overordnede temaer, som formaterer litteratursøgningens resultater: 1) ”Sammenhæng” som en grundlæggende uddannelsesdidaktisk kategori, der er hyppigt og normativt anvendt men sjældent defineret. 2) Anbefalinger til læreruddannelsen som helhed er oftest baseret på et snævert fokus fx et bestemt fag eller en bestemt pædagogisk værdi. 3) Empiriske aktørperspektiver er sjældent anvendt og studenterperspektiver har dominans i de eksempler, der findes. På baggrund af disse tre tematiseringer udvikles der en række spørge- og opmærksomhedsfelter, som fremtidige studier i uddannelsesforståelser kan lade sig inspirere af. Som afslutning opstilles tre forskellige modeller for, hvorledes løbende kritiske drøftelser af grundlæggende antagelser om læreruddannelsen kan komme til stede i organiseringen af uddannelsens indhold og samarbejdet mellem underviserne.

Abstract:
Basic Beliefs in Teacher Education.
Departing from international research literature and Danish empirical research, the article seek nuances in and discuss the notion of basic beliefs in and of teacher education. The research calls for this kind of discussions but the article also shows that both research and educational practices are  rather poor of systematic approaches to the field of basic educational assumptions. Analysis of the literature identify a set of points for attention: 1) The notion of coherence is often used, but seldom defined in research about basic beliefs in teacher education. 2) General advice to teacher education is often based on more focused research i.e. a single subject ore a single pedagogical value. 3)  Subject perspectives are seldom used in the research and if they are, student perspectives dominate. Finally, the article presents three different ways of anchoring discussions of basic beliefs in the practice of teacher education.


 


Forfatterbiografi

Jens Hansen Lund, VIA, Læreruddannelsen Aarhus
Lektor, ph.d.

Referencer

Albrechtsen, T.R.S. og Kvols, A.M. (2016). Læreruddanneres professionelle læring - et litteraturreview. Danske Professionshøjskoler.

Andersson, C. (1995). Läras för skolan eller skolas att läre - tankemodeller i lärarutbildning. Uppsala, Studies in Education (63).

Berger, P. L. og Luckmann, T. (2007). Den sociale konstruktion af virkeligheden. Akademisk Forlag.

Bialka, C.S. (2015). Deconstructing Dispositions: Toward a Critical Ability Theory in Teacher Education. Action in Teacher Education. 37:2. s. 138-155.

Bjerg, H. og Staunæs, D. (2013). Tænketeknologier – når forandringer består og projekter forgår. I Tidsskriftet Skolen i Morgen 8/2013, s. 4-6.

Bjerg, H. og Staunæs, D. (2014). Læringscentreret skoleledelse. Dafolo.

Booth, A., Sutton, A. og Papaioannou, D. (2016). Systematic approaches to a successful literature eview. Second edition. SAGE.

Braun, V. og Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), s. 77-101.

Brown, C.P., Bay-Borelli, D.E. og Scott, J. (2015). Figuring Out How To Be a Teacher in a High-Stakes Context: A Case Study of First Year Teachers’ Conceptual and Practical Development. Action in Teacher Education. 37:1. s. 45-64.

Buchmann, M. og Floden, R.E. (1992). Coherence, The Rebel Angel. Occasional paper, no. 139. The Institute for Research on Teaching. College of Education. Michigan.

Buchmann, M. og Floden, R.E. (1990). Program Coherence in Teacher Education: A View from the United States. Paper, The National Center for Research on Teacher Education. Michigan. 90-6. s.3-14.

Coffey, H.M., Fichett, P.G. og Farinde, A.A. (2015). It Takes Courage: Fostering the Development of Critical, Social Justice-Oriented Teachers using Museum and Project-Based Instruction. Action in Teacher Education. Vol. 37:3. s. 9-22.

Combs, A. (1989). New assumptions for teacher education. Foreign language annals, 22 vol. 2. s. 129-134.

Conklin, H.G. (2015). Preparing Novice Teacher Educators in the Pedagogy of Teacher Education. Action in Teacher Education. 37:4. s. 317-333.

Darling-Hammond. L. (2006). Constructing 21st century teacher education. Journal of Teacher Education. Vol. 57. s. 300-314.

Floden, R.E. og Feiman, S. (1980). Basing Effectiveness Criteria on Theories of Teacher Development. Paper: Annual Meeting of the American Educational Research Association, Boston april 1980.

Frederiksen, L.L. og Lund, J.H. 2011. Dimittendundersøgelse, Læreruddannelsen i Aarhus: Rapport nr. 3. Kohorte: Dimitterede 2008, 2. spørgerunde. Resultater og sammenfatning af dimittendundersøgelsesarbejdet 2008-2010 samt anbefalinger. Dimittendrapport, Læreruddannelsen i Aarhus.

Frederiksen, L.L., Lund, J.H. og Beck, M. (2016). Uddannelsesforståelser i og af Læreruddannelsen - en didaktisk refleksionsmodel. I antologien ”Veje til professionel udvikling: i læreruddannelse og lærerarbejde”. Frederiksen, L. & Hedegaard, K. M. (red.). 1 udg. Aarhus: Klim, s. 13-53.

Frederiksen, L.L., Lund, J.H. og Beck, M. (2016a) Different understandings of the relationship between teacher education and professional practice. I: Journal of the European Teacher Education Network. Vol. 11. s.112-120.

Draper, J.D. og Wimmer, J.J. (2015). Acknowledge, Noticing, and Reimagining Disciplinary Instruction: The Promise of New Literacies for Guiding Research and Practice in Teacher Education. I tidsskriftet “Action in Teacher Education”, 37:3, s. 251-264.

Grossman, P. Hammerness. K.M., McDonald, M. og Ronfeldt, M. (2008). Constructing Coherence. Journal og Teacher Education. Vol. 59. No. 4. s. 273-287.

Hammerness, K. (2006). From coherence in theory to coherence in practice. Teachers College Record. Vol. 108(7), s. 241-1265.

Hatlevik, I.K.R. (2014). Meningsfulle sammenhenger. HiOA afhandlinger. Høgskolen i Oslo og Akershus.

Hatlevik og Havnes (2017). Perspektiver på læring i profesjonsutdanninger – fruktbare spenninger og meningsfulle sammenhenger. I antologien Mausethagen & Smeby (red.) ”Kvalifisering til profesionell yrkesutøvelse”. Universitetsforlaget Oslo, s. 191-203.

Hedin, L. og Conderman, G. (2015). Shared Promises and Challenges of Coteaching: General-Special Education and Mentor Preservice Partnerships. I tidsskriftet “Action in Teacher Education”, 37:4, s. 397-417.

Heggen, K og Raaen, F.D. (2014). Koherens i lærarutdannninga. Norsk Pedagogisk Tidsskrift. Årg. 98. s. 3-13.

Heggen K. og Smeby, J-C. (2012). Gir mest mulig samanheng også den beste profesjonsutdanninga? Norsk Pedagogisk Tidsskrift. Årg. 96. s. 4-14.

Herbart, Johann, Friedrich. (1802). Zwei Vorlesungen über Pädagogik. Vol. 1 af ”Sämtliche Werke”. K. Kehrbach, Verlag Hermann Beyer & Söhne, s. 1887-1912.

Hermann, S. (2003). Et diagnostisk landkort over kompetenceudvikling og læring - pejlinger og skitser. I Learning Lab Denmark. ID:01. DPU.

Hoyt, K. og Terantino, J. (2015). Rethinking Field Observations: Strengthening Teacher Education Through INFORM. Action in Teacher Education. Vol 37:3. s. 209-222.

Jacobs, J. Yendol-Hoppey, D. & Dana, N.F. (2015). Preparing the Next Generation of Teacher Educators: The Role of Practitioner Inquiry. Action in Tteacher Education. 37:4. s. 373-396.

Jonsson, A-C. og Beach, D. (2010). Reproduction of social class in teacher education: The influence of scientific theories on future teahcers’ implicit beliefs. Journal for critical Education Policy Studies. Vol 8:2. s. 1-46.

Joram, E. (2007). Claching epistemologies: Aspiring teachers’ practicing teachers’, and rofessors´beliefs about knowledge and research in education. Teaching and Teacher Education (23). s. 123-135.

Kane, R. (2003). Essay review. Teaching and Teacher Education. 19. s. 371-375.

Kennedy, M.M. (1991). Research Genres in Teacher Education. Issue Paper 91-1. National Center for Research on Teacher Education. Michigan.

Korthagen, F. og Russell, T. (1999). Building Teacher Education on What we Know about Teacher Development. Paper, American Educational Research Association.

Korthagen, F., Loughran, J. og Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching for Teacher Education. 22. s. 1020-1041.

Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology. SAGE Publications.

Lund, J.H. og Beck, M. (2016). Uddannelsesforståelser i og af læreruddannelsen. VIA. Forskningsrapport.

Lykke, N., Markussen, R. and Olesen F. (2015). ”There Are Always More Things Going On Than You Thought!” Methodologies as Thinking Technologies: Interview with Donna

Haraway. I Smelik, M. and Lykke, N. (ed.) “Bits of Life” Feminism at the Intersections of Media, Bioscience, and Technology

Morrison, C.M. (2016). Purpose, Practice and Theory: Teacher Educators’ Beliefs abou Professional Experience. Australian Journal of teacher Education, 41 (3), s. 104-125.

McGriff, M. (2015). Teacher Identity and EL-Focused Professional Learning in a Suburban Middle School. I tidsskriftet “Action in Teacher Education”, 37:1, s. 82-98.

Nielsen, T.K. (2014). Teori og praksis I professionsbacheloruddannelserne. Et systematisk review. Ph.d. afhandling. Institut for Uddannelse og Pædagogik, Aarhus Universitet.

Oettingen, Alexander v., (2000). Almen pædagogik. Copenhagen: Gyldendals Lærerbibliotek

Piro, J. og Anderson, G. (2015). Discussions in a Socrates Café: Implications for Critical Thinking in Teacher Education. Action in Teacher Education. Vol 37. s. 265-283.

Storms, S.B. (2015). Social Justice in Practice? Exploring Teacher Candidates’ Commitment Toward Change Agency Through Action Research. I tidsskriftet “Action in TeacherEducation”. Vol. 37:2, s. 156-171.

Tatto, M. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis. Vol. 18(2), s. 155-180.

Tillema, H. & Kremer-Hayon, L. (2007). Facing dilemmas: teacher-educators’ ways of constructing a pedagogy of teacher education. Teaching in Higher Education. Vol. 10. no. 2. s. 203-217.

Ulvik, M. og Smith, K. (2016). Å undervise om å undervise. Uniped, vol. 39, no 1. S. 61-77.

Wilkins, E.A. og Okrasinski, J.E. (2015). Induction and Mentoring: Levels of Student Teacher Understanding. Action in Teacher Education. 37:3, s. 299-313.

Willemse, M., Lunenberg, M., og Korthagen, F. (2005). Values in education: a challenge for teacher educators. Teaching and Teacher Education. Vol 21. s. 205-217.

Zeichner, K.M. (2006). Different Conceptions of Teacher Expertise and Teacher Education in the USA. Education research and Perspectives. Vol 33, no. 2, s. 60-78.

Zeichner, K. M. (1983): Alternative Paradigms of Teacher Education. Journal of Teacher Education, Vol. 34 nr. 3, s. 3-9.

Aarkrog, V. (2010). Fra teori til praksis: undervisning med fokus på transfer. Munksgård, Kbh.

Publiceret
2018-06-13
Citation/Eksport
Lund, J. (2018). Uddannelsesforståelser i læreruddannelsen - belyst gennem litteraturstudier og empiriske undersøgelser blandt undervisere. Studier I læreruddannelse Og -Profession, 3(1), 8-31. https://doi.org/10.7146/lup.v3i1.97264
Sektion
Artikler inden for tema. Fagfællebedømt