Sandfærdig, retfærdig, omsorgsfuld
Databrug og professionsetos i læsevejledningen
DOI:
https://doi.org/10.7146/lt.v8i13.132786Abstract
This article investigates opportunities and challenges of evaluation routines in the Danish Folkeskolen involving data use in literacy coaching. We argue, that data use not only is a "technical" achievement of the teacher but also calls for a professional ethos. Based on results from an ethnographic study of literacy coaches’ work, the article will zoom in on a case where a literacy coach during the corona pandemic in 2020 at an online meeting informs parents that their child has been tested dyslexic. The case shows how there is a need for both technical knowledge and professional ethos in the school's evaluation routines with the use of data. We analyze how the literacy coach enacts professional responsibility in this situation considering ethical issues of truthfulness, justice and caring. We discuss possible consequences this may have for instructional coaching specifically and evaluation routines with the use of data in schools more generally.References
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