An outline of a pedagogical rhetorical interactional methodology – researching teachers’ responsibility for supporting students’ desire to learn as well as their actual learning

Abstract

Educational research in higher education needs a methodology for how to think and act in relation to how pedagogical interactions support learning. A methodology that can identify how pedagogical rhetorical qualities, such as confidence and a desire to learn, are embedded in a pedagogical interaction. This article presents an outline of a pedagogical rhetorical interactional methodology that enables us to elucidate the responsibility teachers in higher education have for supporting their students' desire to learn as well as for their actual learning. To illustrate how we can apply this methodological approach to empirical data, we present two examples I. A supportive learning context, and II. A non-supportive learning context. These examples illustrate that this methodological approach will contribute to a deeper understanding of what matters when teachers' expressions establish a pedagogical interaction.

Students’ critical reflections on learning across contexts in career education in Norway

“…First, as an initial step, an inductive approach was used to understand and interpret the data, and as part of the collaborative learning process in the research circle, the participants read the transcripts of the focus groups together. Second, this researcher applied a contextual view of learning and analysed the data using a framework of four interrelated components (Bjerkholt et al, 2020). These components expand research into the meaning of learning about something (cognitivist) and learning to become something (constructivist) by looking into what is meaningful, thus contributing to the process of learning from and with one another (Kindeberg, 2008).…”

“…The four components were used to understand the circumstances surrounding the phenomenon of coherence in career learning and to enrich the analysis of students' experiences. Moreover, this phase of analysis is characterized by an exploratory and expanding approach to pedagogical interaction and how this supports the learning process (Bjerkholt et al, 2020;Kindeberg, 2008). Third, the author discussed findings and interpretations with the participants in the research circle for validation and refinement purposes (Creswell & Poth, 2018).…”

Toward the Development and Validation of a Model of Environmental Citizenship of Young Adults

“…It also reflects one's willingness to engage in various learning activities related to environmental issues. In general, a desire to learn is a pedagogical concept that describes one's want and need to engage with learning materials and the need to acquire knowledge [17,18].…”

Frigjørende deltakelse i en forskningssirkel om faget utdanningsvalg

“…For å undersøke disse aspektene ved samtalene valgte vi kontekstuell analyse, som karakteriseres av en åpen tilnaerming til studier av et fenomen (Svensson & Doumas, 2013). De nødvendige avgrensingene knyttes til hvordan å avgrense fenomenet som kontekst (Bjerkholt et al, 2020). I denne artikkelen er fenomenet hvordan deltakerne i samtalene (laererne, karriererådgivere og forskningssirkellederen) sammen åpner og lukker for frigjørende deltakelse.…”

“…I denne artikkelen er fenomenet hvordan deltakerne i samtalene (laererne, karriererådgivere og forskningssirkellederen) sammen åpner og lukker for frigjørende deltakelse. Vi kombinerer kontekstuell analyse med en analysetilnaerming utviklet av Tina Kindeberg (2011;Bjerkholt et al, 2020), der vi identifiserer sammenhenger og mulige årsaker knyttet til et fenomen. Denne analysetilnaermingen opererer med fire interrelaterte årsaker eller grunner til at noe skjer.…”