Om eksemplaritet og lærer(ud)dannelse. Fra mimesis til autonomi

Abstract

In this paper, we present exemplarity as an alternative to the dominant evidence framework, and as the proper foundation for pedagogical reflection and action. This paper focuses attention on how exemplarity can serve to elicit and develop educational judgement. In other words, rather than evidence, teachers need good and bad examples of ways of acting and being to shape and sharpen their educational judgement. By turning to the exemplary approach, the space of reflection is widened, and educational judgement is challenged and provoked. The paper highlights how teacher judgement is formed through the challenge of examples.