Abstract:In this paper we explore how 'teaching communication' in the classroom is connected to school culture. In the age of accountability the outcome focus force to the forefront a 'blame game' which either blame students' achievements on the teachers and teacher education, or the students and their socioeconomic background. We argue that to succeed with teaching and learning is dependent on the school culture more than the single teacher or the students' background. School culture is understood as attitudes, commun… Show more
“…Outcome-oriented instruction is rather adapted and subordinated to the dominant discourse. When the expository-practice structure includes plenary IRE-sequences (Cazden, 1988) with predefined answers, an outcome-based reproductive line of thinking is indicated (Aasebø, Midtsundstad and Willbergh, 2017). But the interpretative dialogue is also strongly present, with a treatment of subject matter-topics that can be explained by progressivist and constructivist approaches to pedagogy.…”
Section: Discussionmentioning
confidence: 99%
“…'Plenary conversation' in the data comprises of conversations between teachers and students in wholeclass and is characterized as expository talk on subject matter. The term 'expository' is inspired by Alexander (2000) and denotes an explanation or interpretation of subject matter topics: the plenary conversation is sometimes IRE-structured; a conversation consisting of teacher-initiated questions, students' response and teacher evaluation (Cazden, 1988); and sometimes the questions are open-ended, and the conversation includes students' experiences, interpretations or opinions (Aasebø, Midtsundstad and Willbergh, 2017). We are aware that expository talk acknowledges students voices to varying degrees, see for example Aasebø, Midtsundstad and Willbergh (2017), but this will not be problematized in this study.…”
Section: Instructional Activities Represented In the Datamentioning
confidence: 99%
“…and sometimes interpretative and associative with open-ended questions. The interpretative conversation in the data can be characterised by being an open dialogue with possibilities for students to bring forth theirunderstanding, experiences, associations, reflections or applications of subject matter(Aasebø, Midtsundstad and Willbergh, 2017).…”
This paper contributes to the research field of classroom research by offering an empirical analysis of classroom instruction on the level of lesson structure. The research questions are: What are the typical combinations of instructional activities in the lessons of eight teachers in four Norwegian Secondary schools? And how can the content-treatment of these structures be explained considering relevant pedagogical traditions? The method of the study is qualitative non-participatory observation in four Norwegian Secondary schools, with a total dataset of 79 lessons. We found that the most typical combination of instructional activities in the data was the plenary conversation-seatwork-structure. When the content-treatment was analyzed, an 'expository-practice'-structure was revealed. This lesson structure is explained by the influence of progressive-constructivist pedagogical theories in Scandinavia, foremost Bildung-centred general didactics and Vygotsky-inspired socio-cultural theory. From the perspective of the hidden curriculum, we call this discourse 'sociability before individuality'.
“…Outcome-oriented instruction is rather adapted and subordinated to the dominant discourse. When the expository-practice structure includes plenary IRE-sequences (Cazden, 1988) with predefined answers, an outcome-based reproductive line of thinking is indicated (Aasebø, Midtsundstad and Willbergh, 2017). But the interpretative dialogue is also strongly present, with a treatment of subject matter-topics that can be explained by progressivist and constructivist approaches to pedagogy.…”
Section: Discussionmentioning
confidence: 99%
“…'Plenary conversation' in the data comprises of conversations between teachers and students in wholeclass and is characterized as expository talk on subject matter. The term 'expository' is inspired by Alexander (2000) and denotes an explanation or interpretation of subject matter topics: the plenary conversation is sometimes IRE-structured; a conversation consisting of teacher-initiated questions, students' response and teacher evaluation (Cazden, 1988); and sometimes the questions are open-ended, and the conversation includes students' experiences, interpretations or opinions (Aasebø, Midtsundstad and Willbergh, 2017). We are aware that expository talk acknowledges students voices to varying degrees, see for example Aasebø, Midtsundstad and Willbergh (2017), but this will not be problematized in this study.…”
Section: Instructional Activities Represented In the Datamentioning
confidence: 99%
“…and sometimes interpretative and associative with open-ended questions. The interpretative conversation in the data can be characterised by being an open dialogue with possibilities for students to bring forth theirunderstanding, experiences, associations, reflections or applications of subject matter(Aasebø, Midtsundstad and Willbergh, 2017).…”
This paper contributes to the research field of classroom research by offering an empirical analysis of classroom instruction on the level of lesson structure. The research questions are: What are the typical combinations of instructional activities in the lessons of eight teachers in four Norwegian Secondary schools? And how can the content-treatment of these structures be explained considering relevant pedagogical traditions? The method of the study is qualitative non-participatory observation in four Norwegian Secondary schools, with a total dataset of 79 lessons. We found that the most typical combination of instructional activities in the data was the plenary conversation-seatwork-structure. When the content-treatment was analyzed, an 'expository-practice'-structure was revealed. This lesson structure is explained by the influence of progressive-constructivist pedagogical theories in Scandinavia, foremost Bildung-centred general didactics and Vygotsky-inspired socio-cultural theory. From the perspective of the hidden curriculum, we call this discourse 'sociability before individuality'.
“…General didactics, 'Allgemeine Didaktik' and Bildung theories, being German and Northern-European educational theories, are relatively unknown in the English-speaking world, but interest in it has been growing since the turn of the millennium (Aasebø, Midtsundstad & Willbergh, 2015;Deng, 2015a;Gundem & Hopmann, 1998;Hillen, Sturm & Willbergh (Eds. ), 2011;Hillen & Aprea, 2015;Hopmann, 2007;Kim, 2013;Krü ger, 2008;Menck, 2010;Meyer, 2007;Midtsundstad & Werler, 2011;Midtsundstad & Willbergh, 2010;Pikkarainen, 2011;Vásquez-Levy, 2002;Westbury, Hopmann & Riquarts, 2000;Willbergh, 2015Willbergh, , 2016.…”
Section: The Relation Knowledge-learning In the Theory Of Categoricalmentioning
confidence: 99%
“…On the macro level of curriculum making this means a critical editing of contemporary disciplinary knowledge in search of the elemental, using basic concepts that can serve to open the students to understanding the major challenges in contemporary society and formulating these as key questions of our time (Klafki, 2001a). Curriculum making is a normative effort and Klafki points out that these key questions must be revised and debated along with the ultimate goals of education, emancipation for all, formulated as the development of self-determination, co-determination and solidarity (Aasebø et al, 2015;Deng, 2015a;Klafki, 2000bKlafki, , 2001aWillbergh, 2015).…”
This paper investigates the epistemology in the Norwegian NOU report, entitled The school of the future (2015), in light of the general didactic theory of Wolfgang Klafki. Klafki's concepts of material-, formal-and categorical Bildung are used to analyse the ideas of connecting knowledge and learning in the NOU report's vision of the curriculum. The paper finds that the report subordinates content knowledge to competences, creating a risk of the dominance of formal aspects of Bildung, which can devalue knowledge. The paper suggests 'bringing teaching back in': to construct a content-based curriculum with an epistemology compatible with teaching practice and to look to general didactic theory and research to accomplish this aim.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.