The study aims at showing how teaching within school-age educare can be made visible through a LEGO project. Using Bernstein’s socio-linguistic theory, a re-analysis and a case-study are carried out. With a focus on how teachers teach, field notes from a previously conducted study are processed again. Results show that teaching within school-age educare is based on a visible pedagogy of both strong classification and framing, in line with a formal image of instruction. At certain times, the teaching becomes invisible, primarily from the children’s perspective, partly because of admonitions to maintain the project and partly because of the children’s sense of control whether project events are real or pretend. The play-oriented features and child focus in the project can be seen as a strategy, demonstrating opportunities of school-age educare teaching to create behavior that explores different knowledge. One conclusion highlights the teachers’ sense of intonation, an art requiring teachers to lead and participate in order to provide the conditions for learning. This teaching can complement the school.
{"title":"På spaning efter fritidspedagogisk undervisning","authors":"M. Dahl","doi":"10.57126/noad.v7i1.6598","DOIUrl":"https://doi.org/10.57126/noad.v7i1.6598","url":null,"abstract":"The study aims at showing how teaching within school-age educare can be made visible through a LEGO project. Using Bernstein’s socio-linguistic theory, a re-analysis and a case-study are carried out. With a focus on how teachers teach, field notes from a previously conducted study are processed again. Results show that teaching within school-age educare is based on a visible pedagogy of both strong classification and framing, in line with a formal image of instruction. At certain times, the teaching becomes invisible, primarily from the children’s perspective, partly because of admonitions to maintain the project and partly because of the children’s sense of control whether project events are real or pretend. The play-oriented features and child focus in the project can be seen as a strategy, demonstrating opportunities of school-age educare teaching to create behavior that explores different knowledge. One conclusion highlights the teachers’ sense of intonation, an art requiring teachers to lead and participate in order to provide the conditions for learning. This teaching can complement the school.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115665607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the term “teaching” was apostrophized in the revised curriculum for Swedish preschool, preschool teachers seem to have been struggling with the concept in their day-to-day practices. The current article is based in a collaborative R&D programme aiming at further developing knowledge about what may characterize teaching in preschools. In this article a didactic and pragmatically informed teaching approach with focus on values is analysed. The aim is to understand preschool teachers’ interpretations of the didactic why question, which plays a central role in teaching from a pragmatic perspective. The material underlying the teaching approach consists of a total of 364 documents, including 64 video recordings. This was carried about in about 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis. The results indicate that the question “why?” in didactic and pragmatically informed teaching with focus on values is characterized by ethical dilemmas concerning rules and norms in preschool practice. Consequently, the ethical dilemmas are constituted as didactic dilemmas, in which preschool teachers, in co-actions with children, focus on values in teaching situations, and for which preschool teachers need to take actions without offending colleagues, children or parents.
{"title":"Minding the gap","authors":"Camilla Löf, Ann-Christine Vallberg Roth","doi":"10.57126/noad.v7i1.6595","DOIUrl":"https://doi.org/10.57126/noad.v7i1.6595","url":null,"abstract":"Since the term “teaching” was apostrophized in the revised curriculum for Swedish preschool, preschool teachers seem to have been struggling with the concept in their day-to-day practices. The current article is based in a collaborative R&D programme aiming at further developing knowledge about what may characterize teaching in preschools. In this article a didactic and pragmatically informed teaching approach with focus on values is analysed. The aim is to understand preschool teachers’ interpretations of the didactic why question, which plays a central role in teaching from a pragmatic perspective. The material underlying the teaching approach consists of a total of 364 documents, including 64 video recordings. This was carried about in about 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis. The results indicate that the question “why?” in didactic and pragmatically informed teaching with focus on values is characterized by ethical dilemmas concerning rules and norms in preschool practice. Consequently, the ethical dilemmas are constituted as didactic dilemmas, in which preschool teachers, in co-actions with children, focus on values in teaching situations, and for which preschool teachers need to take actions without offending colleagues, children or parents.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122208780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Artiklen er baseret på kvalitative data fra to casestudier i en dansk folkeskoles udskoling. Udgangspunktet tages i didaktiske kernebegreber, der undersøges empirisk ud fra de lærervalg, der retter sig mod inddragelse af eleverne, samt disse valgs betydning for elevernes tillid til egne muligheder i undervisningen. Den symbolske interaktionisme fungerer som teoretisk ramme for at indfange dele af dannelsen, hvilket undersøges ud fra de betydningsbærende symboler, der observeres i undervisningen, og interviews bidrager til at forstå både lærernes intentioner og den meaning, eleverne knytter an til lærernes gestus i undervisningen. Artiklen viser, at lærerne bidrager til at etablere et rum, hvor eleverne kan afprøve sig selv og egne meningsdannelser inden for et klassefællesskab. Samtidig viser analysen, hvordan interaktioner mellem lærere, elever og indhold, og de gestures, der anvendes, både er udviklende ift. elevernes dannelse af meaning og ift. fællesskabets interaktion omkring didaktisk indhold og didaktiske deltagelsesformer. Dette er udtryk for en internalisering af sociale processer, hvor lærernes intentionelle valg og fleksibilitet over for eleverne i selve undervisningen bidrager til en positiv selvdannelse hos flere elever. Således bidrager artiklen til det opkommende, men endnu ikke tydeligt etablerede felt af empirisk dannelsesforskning.
{"title":"Lærerens didaktiske valg og deres betydning for eleven i undervisningen","authors":"Ane Qvortrup, Chanette Bach Mikkelsen","doi":"10.57126/noad.v7i1.6589","DOIUrl":"https://doi.org/10.57126/noad.v7i1.6589","url":null,"abstract":"Artiklen er baseret på kvalitative data fra to casestudier i en dansk folkeskoles udskoling. Udgangspunktet tages i didaktiske kernebegreber, der undersøges empirisk ud fra de lærervalg, der retter sig mod inddragelse af eleverne, samt disse valgs betydning for elevernes tillid til egne muligheder i undervisningen. Den symbolske interaktionisme fungerer som teoretisk ramme for at indfange dele af dannelsen, hvilket undersøges ud fra de betydningsbærende symboler, der observeres i undervisningen, og interviews bidrager til at forstå både lærernes intentioner og den meaning, eleverne knytter an til lærernes gestus i undervisningen. Artiklen viser, at lærerne bidrager til at etablere et rum, hvor eleverne kan afprøve sig selv og egne meningsdannelser inden for et klassefællesskab. Samtidig viser analysen, hvordan interaktioner mellem lærere, elever og indhold, og de gestures, der anvendes, både er udviklende ift. elevernes dannelse af meaning og ift. fællesskabets interaktion omkring didaktisk indhold og didaktiske deltagelsesformer. Dette er udtryk for en internalisering af sociale processer, hvor lærernes intentionelle valg og fleksibilitet over for eleverne i selve undervisningen bidrager til en positiv selvdannelse hos flere elever. Således bidrager artiklen til det opkommende, men endnu ikke tydeligt etablerede felt af empirisk dannelsesforskning.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124508336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies conducted by the Norwegian Center for Holocaust and Minority Studies show that racism, extremism, antisemitism, exclusion etc., i.e., feelings and attitudes which are discriminatory, appear among parts of the Norwegian population. Attitudes being discriminatory are the opposite of inclusion which characterizes democracy. Can schools and education prevent such undemocratic attitudes? To address this question the paper takes its point of departure from the double purpose of education, i.e., an education which is good for the individual and an education which is good for society, democracy and the world as a whole. Furthermore, this double purpose was connected to general didactics and teaching, where the goal is to teach and educate individuals in such a manner that they will feel responsible and obligated to act for the good of society and democracy. To prevent this from being a purely theoretical research, we filmed and observed concrete teaching situations in the school, whilst we interviewed teachers in groups. Two teacher-groups in secondary school participated in our research. The research-question was: How do some teachers teach when the aim is to prevent the formation of undemocratic attitudes? We analyzed the results by way of three different models for teaching, including both direct and indirect approaches of teaching. The main conclusion is that the teachers who participated in our research combined direct and indirect approaches in their teaching; however, indirect approaches were particularly prominent in situations where the purpose was to make students responsible for society and democracy.
{"title":"Undervisning som forebygger dannelse av udemokratiske holdninger","authors":"Herner Sæverot, Gerd Grimsæth, Christine Hope","doi":"10.57126/noad.v6i1.6670","DOIUrl":"https://doi.org/10.57126/noad.v6i1.6670","url":null,"abstract":"Studies conducted by the Norwegian Center for Holocaust and Minority Studies show that racism, extremism, antisemitism, exclusion etc., i.e., feelings and attitudes which are discriminatory, appear among parts of the Norwegian population. Attitudes being discriminatory are the opposite of inclusion which characterizes democracy. Can schools and education prevent such undemocratic attitudes? To address this question the paper takes its point of departure from the double purpose of education, i.e., an education which is good for the individual and an education which is good for society, democracy and the world as a whole. Furthermore, this double purpose was connected to general didactics and teaching, where the goal is to teach and educate individuals in such a manner that they will feel responsible and obligated to act for the good of society and democracy. To prevent this from being a purely theoretical research, we filmed and observed concrete teaching situations in the school, whilst we interviewed teachers in groups. Two teacher-groups in secondary school participated in our research. The research-question was: How do some teachers teach when the aim is to prevent the formation of undemocratic attitudes? We analyzed the results by way of three different models for teaching, including both direct and indirect approaches of teaching. The main conclusion is that the teachers who participated in our research combined direct and indirect approaches in their teaching; however, indirect approaches were particularly prominent in situations where the purpose was to make students responsible for society and democracy.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131297848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Undervisningsmetodik – en svensk historia?","authors":"Silwa Claesson","doi":"10.57126/noad.v6i1.6664","DOIUrl":"https://doi.org/10.57126/noad.v6i1.6664","url":null,"abstract":"","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"124 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131324332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies have shown that lecture note-taking is very effective for students’ learning. Research on Swedish pupils, however, is scant. The aim of the present study was to explore note-taking practices in Swedish upper secondary school and examine whether the school supports students in their practice. A survey with both closed-ended and open-ended questions was administered to 120 pupils from two schools in Västra Götaland County. Most pupils reported taking notes during lectures and doing so for mainly two reasons: to learn the material and to study the notes for future exams. However, only 15 % of participants had received guidance on how to take notes during their school years. A metacognitive framework is applied in interpreting the results. Whether a note-taking practice can be considered metacognitive depends on the underlying motives for choosing that strategy. A well-chosen strategy seems dependent on contextual and individual circumstances. It is suggested that pupils be taught both the advantages and the disadvantages of different note-taking practices, so that they can evaluate different strategies for themselves.
{"title":"Gymnasieelevers anteckningspraktiker","authors":"Peter Ragnefors","doi":"10.57126/noad.v6i1.6679","DOIUrl":"https://doi.org/10.57126/noad.v6i1.6679","url":null,"abstract":"Studies have shown that lecture note-taking is very effective for students’ learning. Research on Swedish pupils, however, is scant. The aim of the present study was to explore note-taking practices in Swedish upper secondary school and examine whether the school supports students in their practice. A survey with both closed-ended and open-ended questions was administered to 120 pupils from two schools in Västra Götaland County. Most pupils reported taking notes during lectures and doing so for mainly two reasons: to learn the material and to study the notes for future exams. However, only 15 % of participants had received guidance on how to take notes during their school years. A metacognitive framework is applied in interpreting the results. Whether a note-taking practice can be considered metacognitive depends on the underlying motives for choosing that strategy. A well-chosen strategy seems dependent on contextual and individual circumstances. It is suggested that pupils be taught both the advantages and the disadvantages of different note-taking practices, so that they can evaluate different strategies for themselves.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128158928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to find out what kind of sources are behind student teacher self-efficacy based on student teachers’ own interpretations. A key starting point for the study of sources is Bandura’s social cognitive theory. It is important to know the content of these sources because self-efficacy has been found to be an important factor in the quality of teaching. A particularly noteworthy reason to study self-efficacy sources and their nature in teacher education is that the sources are in the process of being shaped and can be consciously influenced. The research participants were 25 student teachers in a Finnish teacher education context. Data were obtained through interviews, and were analysed using theoretical thematic analysis. The student teachers highly valued the experiences they had acquired themselves, and they were often linked to the emotions that strengthen them. For example, when a teacher notices that students are learning (even though there were difficulties at first), it brings pleasure to the teacher. Negative mastery experiences were sometimes associated with depression, but those negative experiences in the long run may also empower the teacher. Student teachers also made observations about other actors of teaching (and teacher education) and received comments from them. In practice, the source evaluation of those actors was hierarchical, with the supervising teacher and the school pupil being valued the most, and the peer teacher, i.e. the student teacher, being much less valued. The critical approach offered in teacher education and the general accompanying reflective “climate” in teaching practice will affect how feedback is – and should be – evaluated by a student teacher.
{"title":"Student teachers’ interpretations of the basis for teacher self-efficacy","authors":"H. Pitkäniemi, Timo Martikainen","doi":"10.57126/noad.v6i1.6685","DOIUrl":"https://doi.org/10.57126/noad.v6i1.6685","url":null,"abstract":"The purpose of this study is to find out what kind of sources are behind student teacher self-efficacy based on student teachers’ own interpretations. A key starting point for the study of sources is Bandura’s social cognitive theory. It is important to know the content of these sources because self-efficacy has been found to be an important factor in the quality of teaching. A particularly noteworthy reason to study self-efficacy sources and their nature in teacher education is that the sources are in the process of being shaped and can be consciously influenced. The research participants were 25 student teachers in a Finnish teacher education context. Data were obtained through interviews, and were analysed using theoretical thematic analysis. The student teachers highly valued the experiences they had acquired themselves, and they were often linked to the emotions that strengthen them. For example, when a teacher notices that students are learning (even though there were difficulties at first), it brings pleasure to the teacher. Negative mastery experiences were sometimes associated with depression, but those negative experiences in the long run may also empower the teacher. Student teachers also made observations about other actors of teaching (and teacher education) and received comments from them. In practice, the source evaluation of those actors was hierarchical, with the supervising teacher and the school pupil being valued the most, and the peer teacher, i.e. the student teacher, being much less valued. The critical approach offered in teacher education and the general accompanying reflective “climate” in teaching practice will affect how feedback is – and should be – evaluated by a student teacher.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130252874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bedømmelsen af folkeskolens afgangseksamen i skriftlig dansk har de seneste år fået mærkbart større betydning og finder sted i en foranderlig og ustabil kontekst. Simultant med indførelsen af en enebedømmerordning er eksamenskaraktererne i dansk og matematik generelt blevet afgørende for elevernes ret til ungdomsuddannelse. Og for prøven i skriftlig fremstilling bidrager flertydighed i skriveordre og vurderingskriterier til en ustabil kontekst. Artiklen anlægger et sociokulturelt perspektiv på bedømmernes arbejde og undersøger med deltagelse af seks beskikkede censorer bedømmelsen som semiocy-hændelse i kontekst med særligt fokus på de kvalitetsnormer som danner grundlag for eksamenskaraktererne. I et design bestående af individuelle think-aloud-bedømmelser og fokusgruppesamtaler indkredses censorernes kvalitetsnormer, selvopfattelse og opfattelse af elevskriverne, dels situeret, dels på afstand i et refleksivt dialogisk rum. Fundene viser at skriveordre og vurderingskriterier forventes adresseret i elevteksterne, og at der samtidig findes kvalitetsnormer indlejret i tekstkulturen som tilskrives afgørende betydning i bedømmelsen, men ikke formidles eksplicit til elever og lærere. Der er tegn på et skrivefagligt fortolkningsfællesskab blandt censorerne og samtidig individuelle variationer, og elevteksterne tilgås som metonymiske repræsentationer af elevskriverne. Studiet bestyrker en tidligere undersøgelses kritik af at eksamenskaraktererne trods svag reliabilitet anvendes til elevsortering, og kalder på yderligere forskning i bedømmelse i kontekst samt forskningsinformeret revision af den gældende bedømmelsesordning.
{"title":"Sig det med sprogblomster!","authors":"Solveig Troelsen","doi":"10.57126/noad.v6i1.6691","DOIUrl":"https://doi.org/10.57126/noad.v6i1.6691","url":null,"abstract":"Bedømmelsen af folkeskolens afgangseksamen i skriftlig dansk har de seneste år fået mærkbart større betydning og finder sted i en foranderlig og ustabil kontekst. Simultant med indførelsen af en enebedømmerordning er eksamenskaraktererne i dansk og matematik generelt blevet afgørende for elevernes ret til ungdomsuddannelse. Og for prøven i skriftlig fremstilling bidrager flertydighed i skriveordre og vurderingskriterier til en ustabil kontekst. Artiklen anlægger et sociokulturelt perspektiv på bedømmernes arbejde og undersøger med deltagelse af seks beskikkede censorer bedømmelsen som semiocy-hændelse i kontekst med særligt fokus på de kvalitetsnormer som danner grundlag for eksamenskaraktererne. I et design bestående af individuelle think-aloud-bedømmelser og fokusgruppesamtaler indkredses censorernes kvalitetsnormer, selvopfattelse og opfattelse af elevskriverne, dels situeret, dels på afstand i et refleksivt dialogisk rum. Fundene viser at skriveordre og vurderingskriterier forventes adresseret i elevteksterne, og at der samtidig findes kvalitetsnormer indlejret i tekstkulturen som tilskrives afgørende betydning i bedømmelsen, men ikke formidles eksplicit til elever og lærere. Der er tegn på et skrivefagligt fortolkningsfællesskab blandt censorerne og samtidig individuelle variationer, og elevteksterne tilgås som metonymiske repræsentationer af elevskriverne. Studiet bestyrker en tidligere undersøgelses kritik af at eksamenskaraktererne trods svag reliabilitet anvendes til elevsortering, og kalder på yderligere forskning i bedømmelse i kontekst samt forskningsinformeret revision af den gældende bedømmelsesordning.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133320627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-17DOI: 10.57126/noad.v5i1.10669
Jessica Aspfors, G. Eklund, S. Hansen
This study aims to explore early career teachers’ (ECTs’) experiences of professional knowledge developed during their research-based teacher education and throughout their first five years in the profession. This study uses Shulman’s (1986) framing of professional knowledge, which posits that teachers must have content knowledge, general pedagogical knowledge, and pedagogical content knowledge. Ten Finnish primary school teachers with five years of work experience participated in this study. The data was collected from individual interviews and analysed using qualitative content analysis. Three major areas of knowledge were identified that together distinguish ECTs’ professional knowledge: pedagogical and didactic, relational, and research-related knowledge. The results indicate that teacher education provides a solid foundation while the first five years of professional experience add to the teachers’ professional knowledge.
{"title":"Early Career Teachers’ Experiences of Developing Professional Knowledge","authors":"Jessica Aspfors, G. Eklund, S. Hansen","doi":"10.57126/noad.v5i1.10669","DOIUrl":"https://doi.org/10.57126/noad.v5i1.10669","url":null,"abstract":"This study aims to explore early career teachers’ (ECTs’) experiences of professional knowledge developed during their research-based teacher education and throughout their first five years in the profession. This study uses Shulman’s (1986) framing of professional knowledge, which posits that teachers must have content knowledge, general pedagogical knowledge, and pedagogical content knowledge. Ten Finnish primary school teachers with five years of work experience participated in this study. The data was collected from individual interviews and analysed using qualitative content analysis. Three major areas of knowledge were identified that together distinguish ECTs’ professional knowledge: pedagogical and didactic, relational, and research-related knowledge. The results indicate that teacher education provides a solid foundation while the first five years of professional experience add to the teachers’ professional knowledge.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133987309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-21DOI: 10.57126/noad.v4i2.12040
Eva Ahlskog-Björkman, Ann-Christin Furu
The aim of this article is to explore communication between early childhood education teachers and children and it´s implications for children´s meaning making during activities in arts and aesthetics in pre-primary settings. Focus is directed towards the communicative approaches of the teachers. The research material consists of video-observations of ten teachers in pre-primary settings. Analysis and interpretation are conducted through a narrative approach. The main findings are expressed in three narratives: 1) The teacher who creates a relationship with the child, 2) The teacher who confirms the initiative of the child, and 3) The teacher who makes meaning making possible. However, the study also reveals that there are considerable variations in the communicative approaches among teachers. This implies unequal premises for children´s meaning making. Based upon the study´s findings, we discuss the importance of an increased awareness among teachers of the importance of communication with respect to children´s meaning making. We also argue that there is a need to highlight communicative skills as a vital part of teacher professionalism.
{"title":"Meningsskapande kommunikation mellan förskollärare och barn vid skapande aktiviteter i förskoleklass","authors":"Eva Ahlskog-Björkman, Ann-Christin Furu","doi":"10.57126/noad.v4i2.12040","DOIUrl":"https://doi.org/10.57126/noad.v4i2.12040","url":null,"abstract":"The aim of this article is to explore communication between early childhood education teachers and children and it´s implications for children´s meaning making during activities in arts and aesthetics in pre-primary settings. Focus is directed towards the communicative approaches of the teachers. The research material consists of video-observations of ten teachers in pre-primary settings. Analysis and interpretation are conducted through a narrative approach. The main findings are expressed in three narratives: 1) The teacher who creates a relationship with the child, 2) The teacher who confirms the initiative of the child, and 3) The teacher who makes meaning making possible. However, the study also reveals that there are considerable variations in the communicative approaches among teachers. This implies unequal premises for children´s meaning making. Based upon the study´s findings, we discuss the importance of an increased awareness among teachers of the importance of communication with respect to children´s meaning making. We also argue that there is a need to highlight communicative skills as a vital part of teacher professionalism.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126224766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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