Etudes d'observation relatives au role de l'enseignant

Abstract

The origin of many a scientific concept can be traced back to a point at which the solution of a problem required that newly discovered components be given descriptive labels. This being the case, when an established concept (label) is under examination, it is sometimes useful to remember the original problem that brought it into being. As a case in point, the concept central to the present paper, "role", owes its origin to the one time necessity to account for regularities observed in the behavior of people who held similar posts or offices. Linton's (1936) original sociological formulation of r01e and status implies as much:A status as distinct from the individual who may occupy it, is simply a collection of rights and duties... A role represents the dynamic aspect of status... Role and status are quite inseparable and the distinction between them is only of academic interest... Every individual has a series of roles deriving from various patterns in which he participates and at the same time a role general which represents the sum total of the roles.However, Linton's statement is more than a definition, for the use of the term "duties" implies that the role concept is to be seen not only as descriptive, but also as prescriptive. This prescriptive characteristic of role has, from time to time, found favor among educational writers but in sociology, where "role" has been given much greater prominence, a similar inclination has not been apparent. Sociologists, intrigued by consistencies and inconsistencies in the behaviour of position holders, have sought both to describe roles and explain why particular role performances were so. Their attempts at explaining how people come to adopt roles are relevant to the present discussion because the two major explanations offered are essentially educational in character. In the first, the role novitiate is seen as deliberately modelling his behaviour on other incumbents previously visible to him. In the second, the novitiate is seen as something less than master of his own (conformist) fate and more as a victim of circumstances whose behaviour is coerced and channelled by the others in the context. They expect him to behave in an "appropriate" fashion and their behaviour towards him ensures it.

Forståelsen av lærerutdannerrollen blant skolebaserte lærerutdannere i Norge

“…Ifølge forskning på laererutdannere i skolen framstår utøvelsen av rollen som laererutdannere som noe helt annet enn selve laererrollen; å vaere en laerer for framtidige laerere er knyttet til andre forventninger til rolleutøvelsen og en annen form for kunnskap og kompetanse (Ulvik & Smith, 2019). Når vi i denne artikkelen anvender begrepet rolle, mener vi forventninger som stilles til oppførsel og handlemåte hos en person som befinner seg i en bestemt posisjon (Adams, 1972;Lunenberg et al, 2014). Disse forventningene stilles til den profesjonelle av en gruppe, en organisasjon der personen jobber, eller av samfunnet.…”

“…Å vaere veileder som selv får spørsmål om egen praksis, forstås som betydningsfullt for deres egen videreutvikling. På denne måten framstår deltagernes beskrivelser av sin laererutdannerrolle som en kombinasjon av ytre (Adams, 1972) og indre forventninger. De ytre forventningene kommer gjerne fra kollegaer, myndighetene og omgivelsene (Lunenberg et al, 2014;Linton, 1936), mens de indre fra de skolebaserte laererutdannerne selv.…”

Children's Perception of Roles in Intervention

“…Verbs describe the role behaviors and offer the richest information regarding role charcteristics (Adams, 1972 …”