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Játtað í: 2014 Granskingarøki: Mentan Verkætlanarslag: Ph.d.verkætlan Verkætlanarheiti: Almendidaktiski parturin í læraraútbúgvingini Játtanarnummar: 0226 Verkætlanarleiðari: Hans Harryson Stovnur/virki: Namsvísidnadeildin, Fróðskaparsetur Føroya Aðrir luttakarar: Jens Rasmussen, DPU, og Firouz Gaini, Fróðskaparsetrið Verkætlanarskeið: 01.09.2014-30.06.2018 Stuðul úr Granskingargrunninum: 497.000 kr. Verkætlanarlýsing: Original I efteråret 2012 lavede undertegnede en spørgeskemaundersøgelse blandt alle dem, som har taget lærereksamen på det færøske seminarium i perioden 2007 til 2011. Undersøgelsen viste, at 41 procent af informanterne mente, at der var enten ”ingen forbindelse” eller ”alt for lidt forbindelse” mellem den viden og de kompetencer, som de havde tilegnet sig i studietiden og de opgaver og udfordringer, som de skal løse som folkeskolelærere. Resultatet af den færøske undersøgelse er ikke enestående. Evalueringer af den danske (2003), svenske (2004) og norske læreruddannelse (2006) viser, at de lærerstuderende mener, at koblingen mellem teori og praksis er alt for svag i uddannelsen. I de fleste nordiske lande snakkes der om et såkaldt ´(pædagogisk) teori-praksis problem`, som handler om, at den pædagogiske teori, som formidles i læreruddannelsen, har for lidt forbindelse med den praksis, den studerende møder senere. Dette må betragtes som et stort problem, fordi førende skoleforskere påpeger, at der er en signifikant relation mellem læreruddannelse og elevpræstationer i folkeskolen, og derfor er en god læreruddannelse er en forudsætning for en nations velfærd og demokratiske udvikling. Selv om læreruddannelser er struktureret på ulige måder, så består de, i de fleste lande, af tre dele: Undervisningsfag Pædagogiske fag Praktikken Mens faglig viden og faglige kompetencer fylder meget i undervisningsfagene, så arbejder man hovedsagelig med professionsforståelse og generel undervisningskompetence i de pædagogiske fag. Og det er professionsforståelsen og den almene undervisningskompetence, som er hovedemne i nærværende ph.d.-projekt. Med afsæt i diskursteori, narrativ diskursanalyse og teorier om praksislæring vil jeg undersøge, hvordan man med basis i de pædagogiske fag konkret forbereder de lærerstuderende til lærergerningen på Læreruddannelsen i Åbo Akademi University i Finland University of Iceland i Reykjavik The University of Edinburgh i Skotland Jeg vil undersøge, hvordan man strukturerer undervisningen i de pædagogiske fag, således at de studerende erhverver sig relevante og tidssvarende almendidaktiske kompetencer. Og hvordan man underviser i de pædagogiske fag, således at lænken mellem (1) teori og praksis og (2) uddannelsessted og praksissted bliver så stærk og synlig for de studerende som mulig. De tre læreruddannelser er valgt af forskellige grunde (se billag 3) Men de har alle det til fælles, at de bliver betegnet som gode, progressive og (frem)tidssvarende af internationale læreruddannelsesforskere. Ph.d.-projeket er et komparativt studie. Men formålet med projektet er ikke kun at vise, hvor forskelligt man arbejder på de tre læreruddannelser. Formålet er derimod at lade sig inspirere af forskelligheden, af hinandens erfaringer og pædagogiske ´mindset` og ikke mindst af hinandens fortællinger om, hvad der bør være læreruddannelsens overordnede pædagogik i det 21. århundrede. Selv om ph.d.-projekter ikke eksplicit sætter fokus på den færøske læreruddannelse, så har projektet et lokalt ærinde, som handler om at gøre den færøske læreruddannelse og den færøske folkeskole så god som mulig. Final This thesis explores the purpose of pedagogical courses (i.e. pedagogy and related fields) in teacher education degrees in the 2010s and how these courses contribute to develop both teacher competences and teaching competences. The thesis is a comparative analysis of three Nordic teacher education degrees, namely - The teacher education degree at HSN, Drammen (NO) - The teacher education degree at VIA, Aarhus (DK) - The teacher education degree at HÍ, Reykjavík (IS) To gain an understanding of the role of the pedagogical courses at the three teacher education degrees, I have employed - Document analysis - Semi-structured interviews The document analysis has covered both governmental documents (e.g. laws and executive orders) and institutional documents (e.g. curricula). The persons interviewed represent - Educators of courses in pedagogy - Final year students - Graduates Though using two different research methods, I have employed cross-sectional data indexing. This means I have used the same set of indexing categories for both the document analysis and the interview analysis. In processing the data, I have used etic coding (or predetermined coding). The categories I have operated with in organising the data are - Titles and size (in ECTS) of pedagogical courses - Learning outcomes - Thematic and theoretical content - Teaching methods - Methods of examination - Practical application - Positioning – differences between pedagogical courses on one side and teaching subjects on the other In the thesis, pedagogical courses are seen as a unique discourse in teacher education degrees, in which the teaching profession is expressed in certain ways, and where attempts are made to prepare students in teacher education for their profession in different ways than in teaching subject courses and in practicums. In analysing the data, I use discourse analytic (DA) reading strategies. The reason for using DA is my interest in how policy makers on different levels, educators, students and graduates understand and articulate the pedagogical discipline’s role and unique challenges in teacher education degrees today. Among the central findings of my research are: (1) The pedagogical discourse is a relatively isolated discourse in teacher education. (2)The pedagogical discourse has expanded over the past decades and covers today areas that previously belonged to the teaching subjects, the academic field, information technology etc. (3) Although the pedagogical discourse has expanded and has expanded in different directions in the various countries, a marked ‘typicality’ can be traced across national borders. The pedagogical discourse typically discusses cross-disciplinary themes, including: - the purpose and curricula of public schools - democracy - learning and teaching theories - teaching methods and differentiation - evaluation - classroom management - the importance of relationships - school/home cooperation - inclusion - challenges in special education - teacher cognition broadly understood (4) The pedagogical disciplines are the most theoretical in teacher education. Consequentially, the theory-practice challenges are at least as great in pedagogical courses as they are in other disciplines in teacher education—if not greater. (5)Even though modern teacher education programmes work with ‘learning outcomes’ and not ‘teaching input,’ the pedagogical discourse still relies on its own unique theories. These theories are neither derived from the teaching subject or practice field but from the pedagogical field’s traditional source theories – psychology, sociology and philosophy. (6) In the pedagogical discourse, students read many introductory textbooks written for the teaching profession, teacher education or specific courses in teacher education. (7) In the pedagogical discourse, students read a limited amount of primary literature and research literature. Public school textbooks are so to say absent in the bibliographies. (8) In the pedagogical discourse, lectures using PowerPoint is the most used teaching method. There is little to suggest that teaching in pedagogical courses is more exemplary and varied than in other courses. (9) Both daily teaching and exams set markedly greater focus on knowledge goals than skill and competence goals. Educators, students and graduates all agree that the pedagogical field is an important part in qualifying one to teach. But they simultaneously point out that in the pedagogical discourse students learn primarily ´to know, think and feel as teachers` and to a far lesser extent ´to act as teachers` i.e. it is the student’s mind set which is the discourse’s primary focus area and not the students’ competence to perform in a future classroom. Støða: Liðug Avrik: PhD thesis defended on 27 June 2018. Title:Den pædagogiske diskurs i læreruddannelsen - formål. indhold og undervisningsmetoder. En komparation af læreruddannelserne HSN, Drammen, VIA, Aarhus og HÍ, Reykjavík." Available at: http://ebooks.au.dk/index.php/aul/catalog/book/282 << Back |
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