Cristin-prosjekt-ID: 2045914
Sist endret: 29. januar 2020 13:41

Cristin-prosjekt-ID: 2045914
Sist endret: 29. januar 2020 13:41
Prosjekt

Visualization, Reflection and Competence

prosjektleder

Lars Opdal
ved Universitetet i Sørøst-Norge

prosjekteier / koordinerende forskningsansvarlig enhet

  • Fakultet for humaniora, idretts- og utdanningsvitenskap ved Universitetet i Sørøst-Norge

Tidsramme

Aktivt
Start: 29. januar 2020 Slutt: 31. oktober 2023

Beskrivelse Beskrivelse

Tittel

Visualization, Reflection and Competence

Vitenskapelig sammendrag

Teacher education is conducted on two arenas, first the subject based, more theoretical education on campus, and second teaching practice in schools. The connection between these two arenas has been challenging for decades. The core of this challenge is centered around the fact that the students, according to Solstad (2010) experience the two arenas of teacher education as two different worlds, where the campus-based teaching fail to sufficiently prepare the students for the profession as teachers.

The Teaching practice periods is supposed to have an integrating role in the teacher Education and is supposed to gradually introduce the students to the complexity of the teaching profession. Reflection of the different teaching practice periods play an important role in closing the gap between the two arenas of teacher education.

In this study, we study the use of Triarama (Østern & Kaihovirta, 2019) as support for teacher student reflection. Findings indicate that esthetic learning processes may enhance learning (Kenny, Finneran & Mitchell, 2015). A Triarama is a kind of a scene made easily by folding a piece of paper. The Triarama is then made by the students to represent a situation from the schools that illustrates an important situation from the teaching practice period.

This method of teaching is also an attempt to extend the use of esthetic and creative learning processes in teacher education as accentuated in various white papers concerning teacher education.

The object of the study is to explore the use of triarama in higher education, and study how this can enhance students as emerging teacher’s reflections on practice. We analyze students talk while making the Triarama, and also analyze data from focus group interviews at the end of the session. The study is conducted on 3rd year’s students after finishing 4 weeks of teaching practice in schools surrounding campus.

Theoretically, we see the Triarama as a form of boundary object bridging the two arenas of teacher education. A boundary object may be seen as a resource that facilitates communication and reflection across contexts and is a useful concept in this study where we attempt to understand student’s reflection on practice.

The research question is formulated: How do teacher students constitute their reflections through work with Triarama?

Reflection with Triarama has been used in teacher education for three years. Preliminary findings suggests that the students find reflection on practice this way meaningful, and they also express that this is an example on a method they would like to try out in their own work.

Literature

Solstad, A. G. (2010). Praksisnær teori og teorinær praksis – den nødvendige relasjonen. Norsk pedagogisk tidsskrift, 94(3).

Kenny, A., Finneran, M. & Mitchell, E. (2015). Becoming an educator in and through the arts: Forming and informing emerging teachers' professional identity. Teaching and Teacher Education, 49, 159-167. https://doi.org/10.1016/j.tate.2015.03.004

Østern, A-L and H. Kaihovirta (2019) Experimenting with experience. Searching for "the middle ground" of artful literature teaching. In Performative Approaches in Arts Education. Artful teaching, Learning and Research. Routledgde, New York

 

prosjektdeltakere

prosjektleder

Lars Opdal

  • Tilknyttet:
    Prosjektleder
    ved Universitetet i Sørøst-Norge
Aktiv cristin-person

Thomas de Lange

  • Tilknyttet:
    Prosjektdeltaker
    ved Universitetet i Oslo
Aktiv cristin-person

Sigrun Svenkerud

  • Tilknyttet:
    Prosjektdeltaker
    ved Universitetet i Sørøst-Norge
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