2023 ble året da kunstig intelligens for alvor ble et tema innenfor det pedagogiske feltet i Norden. Vi utfordret et knippe forskere på kunstig intelligens til å skrive en vitenskapelig tekst om ...hvordan denne teknologien utfordrer utdanningsfeltet i dag. De fikk relativt frie tøyler, og kunne vinkle tekstene mot det teoretisk prinsipielle eller være mer praktisk rettet. Dette gjenspeiler også bidragene, nå når resultatet foreligger i dette temanummeret. Vårt ønske er at disse tekstene kan bidra til en nyansert og reflektert debatt omkring problematikken i det nye året.
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.
The paper aims to show how competence as an educational concept for the 21st century is struggling with theoretical problems for which the concept of Bildung in the European tradition can offer ...alternatives, and to discuss the possibility of developing a sustainable educational concept from the perspectives of competence and Bildung. The method of the study is conceptual analysis of 'competence' and Bildung. The paper concludes that (1) competence must be abandoned as an educational concept, as its problems cannot be solved due to the lack of a theory of educational content. With competence, the content aspect of education is obscured and hidden from public debate, and human autonomy is threatened. (2) Bildung can be revised as an educational concept by reinventing educational content as subject to interpretation and open debate by autonomous individuals on all levels from the transnational to the classroom. (3) A revised 'mimetic' concept of Bildung can prepare students for the knowledge society, as imagining is a type of higher order thinking essential for innovation and creativity. Instructional content in school is meaningful to students if they are able to imagine the representational object 'as if' it is both subject matter and real to them.
Overgangen fra lærerutdanning til lærerarbeid omtales i forskningen både som utfordrende og som en mulighet for profesjonell utvikling. Denne studien undersøker hvordan nyutdannede læreres overgang ...fra utdanning til arbeid kan forstås som en danningsprosess. Studien baserer seg på ti semistrukturerte intervjuer med fem deltakere (ett i siste semester på grunnskolelærerutdanningen og ett etter de første tre månedene i arbeid). Studien benytter narrativ og tematisk analyse, og bygger på et hermeneutisk danningsteoretisk perspektiv. Sett fra et slikt perspektiv er overgangen en prosess preget av utvikling og horisontutvidelse der forandringen finner sted etter at de nyutdannede har kommet ut i jobb. Vi finner at de nyutdannedes forståelseshorisont etter tre måneder i arbeid er preget av deres tidligere forståelser. Det å begynne å jobbe utløser en opplevelse av at de forventningene man hadde, ikke innfris. Videre finner vi at det at den nyutdannede går fra å være den som lærer, til å bli den som har ansvar for andres læring og danning, har stor betydning for oppfattelsen av lærer-elev-forholdet. Sett fra denne artikkelens perspektiv kan overgangen fra utdanning til arbeidsliv forstås som en potensielt smertefull danningsprosess som initierer de nyutdannedes profesjonelle utvikling.
Nøkkelord: nye læreres utvikling, lærer-elev-forhold, danning, narrativ analyse, lærerutdanning
The productive transition into teaching: Novice teachers’ narratives of the teacher-pupil relationship
Abstract
The transition from teacher education to the teaching profession is challenging, but also an opportunity for professional development. The present study investigates novice teachers’ transition into teaching from the perspective of Bildung. Ten semi-structured interviews were conducted with five participants twice: the last semester in the teacher education programme, and after three months in practice. The interviews were analysed by using thematic and narrative analysis, as well as a hermeneutic and Bildung-centred perspective. Seen from this perspective, the transition is a process characterised by development and broadening of horizon of understanding, where the change occurs after starting work. We find that the novice teachers’ horizons after three months of work are influenced by their previous horizons. Also, we find that the shift from being a learner to becoming responsible for other people’s learning, has a considerable impact on the novice teachers’ understanding of the teacher-pupil relationship. This article argues that the transition from teacher education to working in schools, is a potentially painful process of Bildung that initiates professional development for novice teachers.
Keywords: novice teachers’ development, teacher-pupil relationship, Bildung, narrative analysis, teacher education
Det er gjort lite forskning på lærerutdanningenes betydning for Den kulturelle skolesekken. DKS er en ordning som skal sikre at alle skoleelever i Norge får tilbud om å oppleve profesjonell kunst og ...kultur gjennom sin skolegang. På bakgrunn av dette undersøker denne artikkelen: Hvilke forståelser av kunst i skolen aktualiseres av lærerstudenter, og hvilke utfordringer kan dette medføre for videreutvikling av Den kulturelle skolesekken? Forskningsspørsmålet belyses gjennom kvalitativ analyse av empiri fra en fokusgruppeundersøkelse blant lærerstudenter innenfor rammen av en eksplorativ casestudie ved en lærerutdanningsinstitusjon i Norge. Lærerstudentenes kunstforståelse aktualiserer individualiserte posisjoner, med trekk av både det danningsorienterte følelsesmessige og en personalisert kundeposisjon. Kunnskaps-, samfunns- og verdensorienterte kunstforståelser er lite til stede. Dette utfordrer videreutvikling av Den kulturelle skolesekken gjennom at det vil kunne medføre et sterkere krav om relevans for, og tilpasning til, elevene fra ulike interessentgrupper i skolesystemet, som igjen vil øke presset på samarbeidet mellom de kulturelle aktørene i ordningen og skolen. Disse utfordringene kan forstås i lys av resultatstyringa av skolen, som fører til stadig økte krav fra interessentgruppene i skolesystemet. Mulige løsninger på utfordringene kan være å integrere undervisningen i estetiske læringsprosesser bedre i lærerutdanningene, gjennom en tydeligere teori- og forskningsbasert undervisning i de kunnskaps-, samfunns- og verdensorienterte forståelsene av kunstens betydning for elever.
English abstract
Teacher Students’ Understandings of Art – Challenges for the Development of The Cultural Schoolbag
Little research has been done on the importance of teacher training for The Cultural School Bag, a scheme to ensure that all school pupils in Norway are offered the opportunity to experience professional art and culture during their schooling. Against this background, this article examines: What understandings of art in school are actualized by student teachers, and what challenges can this entail for the further development of The Cultural School Bag? The research question is elucidated through qualitative analysis of empirical evidence from a focus group survey among student teachers within the framework of an exploratory case study at a teacher training institution in Norway. The student teachers’ understanding of art actualizes individualized positions, with features of both the Bildung-oriented emotional and a personalized customer position. Society- and world-oriented understandings of art are scarcely present. This challenges the further development of The Cultural School Bag through the fact that it could lead to a stronger demand for student-accommodation from various stakeholder groups in the school system, which in turn will increase the pressure on the cooperation between the professional artists, the cultural actors in the scheme and the schools. These challenges must be understood in the light of the performance management system of Norwegian schools. A possible solution can be to integrate the topic of aesthetic learning processes better in teacher education programs.
Det er gjort lite forskning på lærerutdanningenes betydning for Den kulturelle skolesekken. DKS er en ordning som skal sikre at alle skoleelever i Norge får tilbud om å oppleve profesjonell kunst og ...kultur gjennom sin skolegang. På bakgrunn av dette undersøker denne artikkelen: Hvilke forståelser av kunst i skolen aktualiseres av lærerstudenter, og hvilke utfordringer kan dette medføre for videreutvikling av Den kulturelle skolesekken? Forskningsspørsmålet belyses gjennom kvalitativ analyse av empiri fra en fokusgruppeundersøkelse blant lærerstudenter innenfor rammen av en eksplorativ casestudie ved en lærerutdanningsinstitusjon i Norge. Lærerstudentenes kunstforståelse aktualiserer individualiserte posisjoner, med trekk av både det danningsorienterte følelsesmessige og en personalisert kundeposisjon. Kunnskaps-, samfunns- og verdensorienterte kunstforståelser er lite til stede. Dette utfordrer videreutvikling av Den kulturelle skolesekken gjennom at det vil kunne medføre et sterkere krav om relevans for, og tilpasning til, elevene fra ulike interessentgrupper i skolesystemet, som igjen vil øke presset på samarbeidet mellom de kulturelle aktørene i ordningen og skolen. Disse utfordringene kan forstås i lys av resultatstyringa av skolen, som fører til stadig økte krav fra interessentgruppene i skolesystemet. Mulige løsninger på utfordringene kan være å integrere undervisningen i estetiske læringsprosesser bedre i lærerutdanningene, gjennom en tydeligere teori- og forskningsbasert undervisning i de kunnskaps-, samfunns- og verdensorienterte forståelsene av kunstens betydning for elever. English abstract Teacher Students’ Understandings of Art – Challenges for the Development of The Cultural Schoolbag Little research has been done on the importance of teacher training for The Cultural School Bag, a scheme to ensure that all school pupils in Norway are offered the opportunity to experience professional art and culture during their schooling. Against this background, this article examines: What understandings of art in school are actualized by student teachers, and what challenges can this entail for the further development of The Cultural School Bag? The research question is elucidated through qualitative analysis of empirical evidence from a focus group survey among student teachers within the framework of an exploratory case study at a teacher training institution in Norway. The student teachers’ understanding of art actualizes individualized positions, with features of both the Bildung-oriented emotional and a personalized customer position. Society- and world-oriented understandings of art are scarcely present. This challenges the further development of The Cultural School Bag through the fact that it could lead to a stronger demand for student-accommodation from various stakeholder groups in the school system, which in turn will increase the pressure on the cooperation between the professional artists, the cultural actors in the scheme and the schools. These challenges must be understood in the light of the performance management system of Norwegian schools. A possible solution can be to integrate the topic of aesthetic learning processes better in teacher education programs.
In this study, we observed pupils reading to a dog in a school reading course and asked: How can the pedagogic rituals of schooling explain the dog's role as a non-judgmental listener? In a ...qualitative case-study design, video observation was conducted over seven months in a Norwegian primary school to observe year-three pupils' (average age 8 years) reading experiences with a dog as part of their ordinary reading instruction course. The dog was a male, 10-year-old standard poodle. The children's school and their socioeconomic status (SES) were average for Norway. Fourteen children participated, four girls and ten boys, with a total of 112 reading sessions with the dog. Interviews and online data supplemented the observations. A narrative analysis found three main categories of the reading sessions: opening sequence, reading sequence, and concluding sequence. To report our findings in this paper, we present a typical narrative informed by the three categories. We conclude that the role of the dog as a non-judgmental listener in a school reading course can be explained by an invisible pedagogy ritualizing the sessions: The ritual assigns the dog a unique educational role in the school setting as a hybrid between animal and human; an unaware pedagogical agent. When reading to the dog, the instructional intention is reinterpreted as a game of pretense that is potentially enjoyable for the pupils and reduces stress.
Using an observation study in Norwegian lower-secondary school classrooms this paper explores how subject matter and students' real-world experiences are linked within the use of examples in ...teaching. The theory of "mimetic didactics" claims that giving students the possibility to interpret examples as both subject matter and something that is relevant to their own lives becomes a possibility through imaginative "as-if" experiences. The study finds that "as-if" experiences in the data are created by identifying with others and through a context-dependent knowledge base. The topics in the examples actualise being human within the political, economic and existential realm and offer possibilities to make knowledge relevant for the students' future. The study's contribution to classroom research comprises new concepts on the content aspects of classroom talk: the questions of knowledge accumulation and purpose.
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