Pedagogikkvitenskap på sitt beste

Sæverrot, Herner; Kvam, Vegard

doi:10.18261/issn.1504-2987-2019-01-02

Cited by 5 publications

(13 citation statements)

References 9 publications

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“…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.…”

Section: Pedagogikkvitenskapunclassified

“…Der utdanningsvitenskap er strukturert som en interdisiplin, hvor ulike fag og disipliner inngår, er pedagogikkvitenskap strukturert rundt pedagogikk. Det betyr at pedagogikkvitenskap har, som navnet tilsier, pedagogikk (både pedagogisk praksis og pedagogisk teori) som forskningsobjekt, mens utdanningsvitenskap har et mindre definert og langt videre forskningsobjekt i utdanning (Saeverot, 2017). Videre utvikler pedagogikkvitenskap saeregen pedagogisk kunnskap, samtidig som kunnskap og teori som er generert fra andre fag og disipliner blir oversatt til pedagogisk kunnskap og teori (Saeverot, 2017).…”

Section: Pedagogikkvitenskapunclassified

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

Saeverot

Brekke

Baraldsnes

et al. 2022

nse

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The topic of this study is pedagogical research at Norwegian teacher education schools. The research question we ask is: How should, according to educationists, pedagogical research in teacher education be perceived? The purpose of the study is to provide a picture of the educationists’ opinions of problem areas and questions regarding pedagogical research. To map this, we use an exploratory mixed method, with a qualitative preliminary study and a quantitative main study. The theoretical framework describes the main features of the institutional development and perceptions of Norwegian pedagogical research and appears as a background for the analysis and discussion. The findings show individual differences among the educationists of our study concerning perceptions of pedagogy as a research field. We found no systematic variation between different educational institutions or background variables (gender, teaching or research experience). This implicates a discussion of pedagogic as research area in order to strengthen pedagogic as a scientific discipline.

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Section: Pedagogikkvitenskapunclassified

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

Saeverot

Brekke

Baraldsnes

et al. 2022

nse

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“…Flitner defined pedagogy as ‘réflexion engagée’ (Flitner, , p. 18), and this definition of pedagogy is the starting point for our definition, which reads thus: ‘pedagogy is equivalent to reflective and participatory research, conducted by those directly involved in educational practice. In other words, pedagogy is anchored in the autobiographical perspective and may be considered as a science of action’ (Saeverot, , pp. 157ff).…”

Section: The Pedagogical Foundation Of Pedagogical Sciencementioning

confidence: 99%

“…Model for research into educational practice (biographical and autobiographical perspectives), where pedagogy is a source of knowledge to be tested and supported empirically by way of pedagogical science (Saeverot, ).…”

Section: Conclusion: a Pedagogic–stereoscopic Research Perspective Onmentioning

confidence: 99%

“…In our context, this means as follows: if we are properly to assess how educational practice as research object can be scientifically investigated, we need theoretical constructions so as to understand concepts such as educational practice and research, and with that address questions about what counts as education. Through our discussion of concepts and perspectives, we will try to make a case for an alternative research model for educational research—one that can be summarised by the term ‘pedagogical science’ (Saeverot, ). We do this by introducing two perspectives, or metaphors, to understand how educational practice can be studied and examined: the biographical perspective and the autobiographical perspective .…”

Section: Introduction: Theoretical Models For Research On Educationalmentioning

confidence: 99%

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

Saeverot

Kvam

2018

British Educational Res J

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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.

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Tverrsektoriell samhandling i forskning

Furnes¹,

Saeverot²

2022

NPT

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Pedagogikkvitenskap på sitt beste

Cited by 5 publications

References 9 publications

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

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

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

Tverrsektoriell samhandling i forskning

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