Laerarens roller -veksling mellom ulike laerarposisjonar i didaktisk praksis Samandrag Denne studien er ei oppfølging av ein tidlegare studie der det vart konkludert med at laerarrolla kan ordnast i tre hovudkategoriar: den styrande, den støttande og den tilbaketrekte laerarrolla. Dette er dynamiske roller eller posisjonar som pedagogen kontinuerleg vekslar mellom for å oppnå måla for laering og sosialisering. Problemstillinga i denne studien er å utdjupa karakteristikken av desse laerarrollene og laerarens didaktiske intensjonar med val av laerarrolle. Basert på nye data frå klasserom i grunnskulen der undervisningsmetodane dramaforløp og dramatisering vert nytta i fagundervisninga, gjennomfører me ein dramaturgisk didaktisk analyse av aktørane sine handlingar og kommunikasjon i klasserommet.Funna vert kategoriserte i tre didaktiske aspekt ved laerarrollene: i) laerarens posisjonering, ii) laerarens faglege bidrag og iii) laerarens samhandling og kommunikasjon med elevane. Våre funn viser at kvar laerarrolle har sine distinkte kjenneteikn, og at kvar rolle representerer bestemte intensjonar frå laeraren si side. Laerarens avveging mellom ulike undervisningsformer og det Biesta kallar undervisningas fleirdimensjonale føremål stiller såleis krav til laerarens profesjonelle dømmekraft.Kunnskap om desse kjenneteikna og intensjonane kan hjelpa laerarar og laerarstudentar med profesjonell planlegging og analyse av undervising, som korleis dei kan balansera mellom å setja seg sjølv i styrande, interaktiv eller tilbaketrekt posisjon i forhold til elevane si faglege tileigning; om dei vil leggja opp til undervising for elevane, saman med elevane eller ved elevane i samspel med kvarandre og andre laeringsmedium. Gjennom ei konseptualisering av laerarrollene ønskjer me å bidra til refleksjon omkring laerarpraksis og laerarutdanning for slik å utvikla diskursen rundt laerarprofesjonen. Nøkkelord: laerarrolle, klasseleiing, didaktisk intensjon, undervisningsdramaturgi, pedagogisk dømmekraftAbstract This is a follow-up study to an earlier study that explored teacher practice in which it was suggested that the teacher's role is best understood by considering three main categories of activities: the directing, the supportive and the distal teacher role.Based on new data from primary school classrooms, where the teaching methods process drama and dramatization are used in subject teaching, we perform a dramaturgic didactic analysis of the participants' actions and communication in the classroom.Our findings are categorized in three didactic aspects of the teacher role: i) the teacher`s positioning, ii) the teacher`s academic contribution and iii) the teacher`s interaction and communication with the students. Our findings highlight that each teacher role has its distinct, but sometimes overlapping characteristics and that each role represents certain teacher intensions. The teacher`s balancing of, on the one hand, the forms of teaching and on the other, what Biesta calls the multidimensional purpose of education places certain de...
This is a follow-up study to a previous large-scale qualitative study that explored teacher practice, in which it was suggested that the teacher’s role is best understood by considering three main categories of activities: the directing, the supportive and the distal teacher roles. These three are dynamic roles or positions among which the pedagogue continuously alternates to achieve the aims that foster learning and socialization in students. Based on new data from primary school classrooms, where the teaching method is process drama, we analyse how the teacher can stimulate democratic bildung in the drama classroom through alternation between the directing, the supportive and the distal teacher roles. A dramaturgical and educational analysis of the participants’ actions and communication in the classroom shows that one important factor in democratic bildung in the classroom is the teacher’s pedagogical judgement. The alternation between teacher roles shows that the teacher has a conscious perspective of their professional role in the learning process. The analysis also shows that process drama is a teaching strategy that provides space and opportunity for the directing, the supportive and the distal teacher roles – all of which, when practised dynamically, make possible different forms of democratic student participation.
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