The current study is a collective self-study on how we as 15 teacher educators at a university in Norway tried to improve our teaching through working with cases with the aim of better supporting student teachers in making links between theory and practice. We wanted to address the common criticism in teacher education concerning a perceived gap between practice and theory.Our presupposition was that one way to prepare student teachers for work and bring together theoretical and practical knowledge would be through case-based teaching. We agreed that we wanted to try different ways of working with cases and to follow our own actions with research and conduct a self-study. Throughout the project, each teacher educator experienced to learn about case-based teaching, but our joint learning was limited due to practical issues and lack of time. With teacher education as a shared responsibility, our conclusion is that teacher educators need time to develop as a team, not only as individual teachers.
This piece dialogically makes methodological, theoretical, and substantive contributions to existing literature on autoethnography, Foucault and queer temporality studies, and autism. The text is based on ethnographic observations from a psych education class for adults diagnosed with autism and an interview with a psychologist who teaches the class. A layered account approach is used to explore the emergent lived experience of time and space for people diagnosed with autism. The concept of chrononormativity serves as a starting point for understanding the autism experience and a springboard for the introduction of an analytical concept that I term toponormativity.
The present study asks what challenges student teachers meet in today's school and how they present, respond to, and reflect on these challenges in an online discussion forum. The study explores these questions by analysing cases written by student teachers in their last practice placement in a one-year post-graduate teacher education programme for secondary school in Norway. The findings show that the cases centre around students and classroom management, and that student teachers take on a role as either participant or observer. The responses are a mix of advice, descriptions of similar experiences, and support. They tend to normalise the situations rather than explore them. Learning from challenging incidents does not happen by itself. Timing is crucial, and so is space for reframing, reflection, and for considering alternative perspectives. This means that there is a need for distance to the situation and a process of interaction with various perspectives.
The purpose of this article is to explore an alternative to traditional meaning-making interpretive analyses in ethnographic work. Underlying the article is my own ethnographic work with adults diagnosed with autism. The autism theme forms an example of the methodological exploration at work. I am inspired by the ontological turn in anthropology and carnal philosophy, and the methodological exploration is driven by the question about what things and practices in the informants' lives can be seen as having ontological effects rather than epistemic value. The methodological pivot is three interview situations, extended into virtual meetings, all given extensive space in the article and where autism unfolds as various practices based on sense impressions. These practices are not seen as representations of an underlying static ontology but as performances that make worlds emerge through the relations they are part of.
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