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Situeret lærerfaglighed: - Begreb om situeret ulighed aktualiserer nye forståelser for læreres faglighed og betingelser
Abstract
Ambitionen med denne artikel er at bidrage til forståelser af lærerfaglighed og undervisningspraksis, der adresserer, hvordan lærere arbejder med hverdagslivets kompleksiteter og dynamiske samspil som led i at skabe deltagelsesmuligheder for børn og unge i konkrete undervisningssituationer. Vi vil på den måde bidrage til udviklingen af en ’situeret psykologi’ med begreber, der kan styrke forståelser for lærerfaglighed som samarbejdende og udforskende. Artiklen bygger på et begreb om ’situeret ulighed’, der inviterer til at forstå og analysere ulighed som på en og samme tid knyttet til skolen som en særlig samfundsmæssig praksis, sociale samspil og samarbejdsprocesser og børn og unges personlige erfaringer, engagementer og liv på tværs af steder. Det peger på en sammenhæng mellem børn og unges forskellige muligheder for at deltage og lykkes i skolen og professionelles faglige betingelser for at arbejde med deres deltagelsesmuligheder i skolen. Med afsæt i praksisteori, kritisk psykologiske begreber om blandt andet livsførelse samt Donald Schøns teori om faglighed i praksis bidrager artiklen med trædesten til forståelser af lærerfaglighed som situeret i skolens sociale hverdagsliv, hvor lærere og elever samarbejder om forskelle og fælles opgaver. Formålet er herigennem at styrke forståelser af og betingelser for læreres faglighed i arbejde med børns og unges betingelser for deltagelse i skolens læringsfællesskaber.
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This article analyzes the possibilities and obstacles in pedagogical practices in ECEC (Early Childhood Education and Care) in relation to developing relevant opportunities for participation for all children, by supporting their own engagements in order to expand their action possibilities. Over the last decades, the political agendas in the Nordic as well as other OECD countries have been led by an increasing focus on learning goals and standardized professional procedures, at the expense of a more situated and flexible pedagogy following children’s own engagements. When concerns arise about children’s well-being, development, and/or learning, this tendency seems to intensify, as descriptions of concerns are often based on assessments of children’s individual (dis-)abilities, while investigations of children’s own engagements and reasons for actions are seldom conducted. From a theoretical standpoint in critical psychology and social practice theory, we discuss collaborative processes among children and adults in relation to institutional conditions as inherently political, in the sense that the distribution of different access to social resources and opportunities for participation for different children is negotiated through such daily exchanges and therefore also involves questions about democracy. We explore the everyday life practices of children and professionals, analyzing how, through everyday practice, they constantly work on maintaining, reproducing, and transgressing the standardized demands. To understand such processes, we suggest a conceptual focus on the politics of everyday life and situated pedagogy.
This paper explores cooperation as contradictory and therefore with a constant possibility for conflict. Consequently it is called conflictual cooperation. The notion is presented on the basis of a participatory observation in a control room of a district heating system. In the investigation, cooperation appeared as the continuous reworking of contradictions in the local arrangement of societal conditions. Subjects were distributed and distributed themselves according to social privileges, resources, and dilemmas in cooperation. Here, the subjects’ activities and understandings took form from each other, their dilemmas, and their previous experience. This meant that they had each their perspective on ongoing praxis. Three observations from the collaboration in the control room are presented, one on stabilizing the function of an object, another on standardizing a procedure, and one on regulating who can use what in what way. Contradictions in the observed activity are discussed. It is argued that for the participants the connections of acts appear in such contradictions in cooperation. This conception is discussed in relationship to the notions of practice, as expounded by Bourdieu and MacIntyre and Schatzki. As a contrast a notion of praxis is set up in which actions are reciprocally differentiated under contradictory conditions, and habitualizations, institutionalizations and conflictual cooperation are identified on this basis. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Studies of children’s participation in school illustrate both societal conflicts about the school and how children in school deal with quite unequal conditions when it comes to handling the conflictuality of school life. Analyses of situated interplay, coordination and conflicts between the parties involved in children’s school lives (children, parents, teachers, psychologists, etc.) can elucidate the connections between intersubjective means of making things work in everyday practice, and historical struggles relating to the school as a societal institution. These dynamics reveal general conflicts over education policy, the distribution of responsibility and in which directions to change society. From a social practice perspective, and based on empirical studies of children’s everyday lives, this article discusses conceptual challenges concerning how to grasp the ways persons constitute the conditions for the acting of each other in a situated interplay in which, together, they must deal with shared societal and historical issues and problems.
An investigation of a design project is presented with concepts and theory developed within critical psychology in order to understand the process. Investigating the cooperation of the design of a building allows us to see that the building, its design, and its use constitute common contradictory causes. In their coordinated activities, professionals participate from each of their perspectives with different functions and priorities, and in their acts they must take the contradictions into account. Contradictions as incompatible aspects in things and activities make it difficult to keep the common cause stable. This means that the participants’ cooperation is a continuous attempt to produce stability. They are constantly confronted with the possibility of reorganization, development, and conflict in their activities. Therefore, cooperation is conflictual. The theoretical position is based on the fact that our understanding is reciprocally formed with our local, common activities. The theoretical consequences of the position are explored.
In this chapter, generalization is identified as a subjective process in praxis in which the way praxis is coordinated, the things we deal with in it, and the generalizations develop together. Further, generalizations are regarded as subjective and social at the same time. In this conception, generalizations are about common causes in praxis, and both are concrete as well as contradictory. Moreover, participants have different perspectives on the common causes, which stem from the way they participate in them. The contradictions may play out in different ways in the perspectives. Generalizations are related to concrete conditions in praxis, and as a consequence, our generalizations appear varied in particular ways according to the actual conditions. This theoretical exposition will be elucidated using examples from school life.
Cambridge Core - Educational Psychology - Learning and Everyday Life - by Jean Lave
Formålet med denne artikel er at undersøge, hvilken
betydning refleksion har for en professionsuddannelse,
for herefter at diskutere, hvilken konsekvens denne
viden kan have, når man skal pege på, hvordan det
er muligt at arbejde med refleksionsprocesser som
Refleksiv praksislæring i professionsuddannelserne.
Selvom refleksionsbegrebet ofte anvendes i uddannelserne,
er der ikke klarhed over, hvad begrebet repræsenterer
som fagligt begreb. Artiklen begynder med en
redegørelse for refleksion som begreb og fænomen og
følges op af en beskrivelse af, hvordan refleksion har
været anvendt i professionsuddannelserne internationalt.
Artiklen afsluttes med, hvordan professionsuddannelser
kan profitere af refleksion. Artiklen
begynder dog med at præciserer, hvad der forstås ved
en profession, og beskriver de permanente udfordringer,
der knytter sig til professionernes uddannelse.
Psychotherapy in Everyday Life shows how clients employ therapy in their daily lives. The varied and extensive efforts involved in this are systematically overlooked in therapy research. The book shines important new light on processes of personal change and learning in practice. More generally speaking, it launches a theory of personhood based on how persons conduct their everyday lives in social practice. This approach and many of the book's findings are of immediate relevance for understanding other fields of expert practice.
Teaching and teachers have recently become the centre of attention of policy makers and researchers. The general idea here is that teaching matters. Yet the question that is either not asked or is only answered implicitly is why teaching matters. In this article I engage with this question in the context of a wider discussion about the role, status and significance of the question of purpose in education. I suggest that this is the most fundamental question in all educational endeavours. It is a normative question which poses itself as a multi-dimensional question, since education always functions in relation to three domains of purpose: qualification, socialisation and subjectification. Against this background I analyse the specific nature of teacher judgement in education and show how the space for teacher judgement is being threatened by recent developments in educational policy and practice that concern the status of the student, the impact of accountability and the role of evidence. I indicate how, where and why these are problematic and what this implies for regaining a space for teachers’ professional judgement.
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers - an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
In an effort to understand teacher-student relationships much research has investigated how teacher expectations of student performance in the classroom affect achievement growth. However, little research has focused on how teacher expectations of students’ educational attainment are formed. In this paper, we examine how students’ high school track placements affect teacher expectations regarding students’ educational attainment in the NELS data. NELS is a large, nationally representative longitudinal study from the United States of the graduating class of 1992. We focus on students with discrepant track placements to determine how different teachers evaluate the same student. Overall, for the same student, teachers in high track classes have higher college expectations than teachers in lower track classrooms.
The first part of the article gives an outline of the notion of reflection in contemporary pedagogy: the situation in research and practice as well as the problem situation. In the second part of the article some basic characteristics of reflection are described and discussed. In this part semantic and ontological aspects of reflection are examined. Four basic aspects of reflection are highlighted: reflection as self‐reflection, reflection as thinking, reflection as self‐understanding and the distancing function of self‐reflection. In this connection Schon's influential but unclear concept of reflection in action is critically examined.
Reflective practice is one of the most popular theories of professional knowledge in the last 20 years and has been widely adopted by nursing, health, and social care professions. The term was coined by Donald Schön in his influential books The Reflective Practitioner, and Educating the Reflective Practitioner, and has garnered the unprecedented attention of theorists and practitioners of professional education and practice. Reflective practice has been integrated into professional preparatory programmes, continuing education programmes, and by the regulatory bodies of a wide range of health and social care professions. Yet, despite its popularity and widespread adoption, a problem frequently raised in the literature concerns the lack of conceptual clarity surrounding the term reflective practice. This paper seeks to respond to this problem by offering an analysis of the epistemology of reflective practice as revealed through a critical examination of philosophical influences within the theory. The aim is to discern philosophical underpinnings of reflective practice in order to advance increasingly coherent interpretations, and to consider the implications for conceptions of professional knowledge in professional life. The paper briefly examines major philosophical underpinnings in reflective practice to explicate central themes that inform the epistemological assumptions of the theory. The study draws on the work of Donald Schön, and on texts from four philosophers: John Dewey, Nelson Goodman, Michael Polanyi, and Gilbert Ryle. Five central epistemological themes in reflective practice are illuminated: (1) a broad critique of technical rationality; (2) professional practice knowledge as artistry; (3) constructivist assumptions in the theory; (4) the significance of tacit knowledge for professional practice knowledge; and (5) overcoming mind body dualism to recognize the knowledge revealed in intelligent action. The paper reveals that the theory of reflective practice is concerned with deep epistemological questions of significance to conceptions of knowledge in health and social care professions.
Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.
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