An alternative model of researching educational practice: A pedagogic–stereoscopic point of view

Abstract

While teachers and practitioners are increasingly expected to conduct research on their own practice, there is a lot of educational research that is not directly involved in practice. This often leads to unilateral research perspectives on educational practice. Therefore, this article calls for an alternative model of researching educational practice, summarised through the term ‘pedagogical science’. We argue that practical and normative theories that seek to improve educational practice should be combined with theories that aim to describe and explain. It is further argued that the combination of such perspectives and theories, a so‐called stereoscopic point of view, can allow for a thorough and holistic investigation of educational practice. As part of this argumentation, the article addresses critical questions of various theoretical models of educational research, models that are being used in Scandinavian, European and Anglo‐American research on educational practice. With reference to interdisciplinary models of educational research, such as educational sciences, learning sciences and Bildungswissenschaften, there are trends in which pedagogy is marginalised. Thus, the second argument of the article calls for placing pedagogy at the centre of knowledge production in a broad sense, after which pedagogy is made into a source of knowledge for pedagogical science, which sets forth to test and provide empirical support for pedagogy‐based knowledge.

Om pedagogisk forskning ved norske lærerutdanninger. Pedagogikkutdanneres oppfatninger av pedagogisk forskning

“…Vis-à-vis utdanningsvitenskap finner vi pedagogikkvitenskap som er en mer saeregen vitenskapsdisiplin for pedagogikk (Saeverot, 2017(Saeverot, , 2022Saeverot & Kvam, 2019). Vi skal ikke bruke for stor plass på dette, og nøyer oss med å forklare pedagogikkvitenskapens viktigste kjennetegn.…”

“…Master i profesjonsrettet pedagogikk er med andre ord organisert ut fra pedagogikkvitenskapens triangulaere modell for pedagogikkens kunnskapsformer: pedagogisk handling, pedagogikk og pedagogikkvitenskap. Mens pedagogisk handling defineres som handlinger, for eksempel gjennom undervisning, som er bestemt av pedagogiske mål og interesser, tilsvarer pedagogikk refleksjonsteori som er knyttet til pedagogiske handlinger, av de som er direkte engasjert i pedagogisk handling (Saeverot, 2017;Saeverot & Kvam, 2019). Pedagogisk kunnskap utvikles slik direkte fra praksisfeltet, for eksempel gode laeringsmåter i matematikk.…”

How do teachers deal with undemocratic attitudes in secondary school? ‘Evidence’ from Norway

“…Educational practice is therefore highly unpredictable, compared to a crafts person's practice, e.g. a plumber (Saeverot and Kvam, 2019). One cannot teach a teacher student to become a good teacher in the same way as one can teach a plumber student to become a good plumber.…”

Optimisation and Quality Evaluation of Teaching Models in Primary and Secondary Schools Based on Deep Learning

“…Teaching model development has its internal law; it is a continuous process of deepening and transformation. Teaching model function is reflected in this process, and with the model improvement and increasingly perfect [11][12]. Therefore, the change of teaching mode should abandon the practice of quick success arbitrarily to comply with the principle of internal and external dialectics, respect, and follow the internal law of teaching mode generation.…”