Cristin-resultat-ID: 1800592
Sist endret: 6. september 2023, 10:59
Resultat
Vitenskapelig foredrag
2020

Strategy observation as core practice in Teacher Education, paperpresentation, NERA, Nordic Educational Research Association, 2020, Turku, Åbo Universitet, Finland

Bidragsytere:
  • Camilla Bjelland og
  • Marit Kulild

Presentasjon

Navn på arrangementet: NERA 2020 Nordic Educational Research Association
Sted: Turku, Åbo Universitet
Dato fra: 2. mars 2020
Dato til: 6. mai 2020

Arrangør:

Arrangørnavn: Nordic Educational Research Association

Om resultatet

Vitenskapelig foredrag
Publiseringsår: 2020

Beskrivelse Beskrivelse

Tittel

Strategy observation as core practice in Teacher Education, paperpresentation, NERA, Nordic Educational Research Association, 2020, Turku, Åbo Universitet, Finland

Sammendrag

Strategy observation as core practice in Teacher Education  This paper derives from the R&D project: Obligatory assignments’ - core practices in the development of professional competence in Teacher Education (TE), at the Western Norway University of Applied Sciences. The purpose of the R&D project is to organize the students learning around a set of well-established assignments that focus on two core practices in TE, academic work and clinical practices.  I this paper we explore and discuss how strategy observation as a core practice can help create a connection between theory and practice in TE and thus strengthen students' professional understanding. Our research deals with facilitating a core practice witch focus on the students’ systematic collection of information about pupils’ calculating strategies by using strategy observation as a tool (Ostad, 2013). We address this issue by asking: What characterizes the primary and lower secondary teacher students' professional understanding after carrying out the strategy observations?  The phenomena of profession, coherence and professional qualification underpin our approach. In fact, we understand professions as knowledge-based practices where the practitioners exchange theory, conceptualizations, physical tools and various forms of practical knowledge (Nerland, 2017). Similarly, Grimen (2008) argues that it is important to value theoretical and practical knowledge as a basis for professional qualification. The empirical background is a qualitative study that involves both the design and research on strategy observation as a core practice. The obligatory assignments’ deal with observations and iterative exercises on campus and in primary school practice. We conducted a focus group interview with eight primary and secondary teacher students. In the interview, the students reflect upon their experiences related to the strategy observations. In the analysis of the data material, we used qualitative meaning interpretation, categorization and meaning condensation (Kvale, 2015). We analyzed the material from the focus interview as a case and understand case studies as a learning process that is particularly useful for both researchers and practitioners in professional development in context-sensitive professions (Flyvbjerg, 2006).  Preliminary findings show that strategy observations as a tool can contribute to students' development of professional knowledge. The students emphasize that the work with mapping tools gives them knowledge about the students' calculation strategies, and a better basis for adapted education. An interesting outcome is that the students seemed to bridge primary school practice and on-campus learning and develop their teaching in a professional way when it comes to the pupils' learning strategies. This study may be relevant for Nordic educational research, since there is a need for research about how core practices can contribute in strengthening students’ opportunity to develop their professional qualifications. Bibliografi Flyvbjerg, B. (2006). Five Misunderstandings About Case-Study Resarch. Qualitative Inquiry, 12(2), pp. 219-245. doi:https://doi.org/10.1177/1077800405284363 Grimen, H. (2008). Profesjon og kunnskap. Oslo: Universitetsforlaget. Kvale, S. (2015). Det kvalitative forskningsintervju. Oslo: Gyldendal akademisk. Nerland, M. H. (2017). Sosiomaterielle perspektiver på profesjonskvalifisering: Kunnskapsressursenes betydning. In S. J. Mausethagen S, Kvalifisering til profesjonell yrkesutøvelse (pp. 167-179). Oslo: Universitetsforlaget. Ostad, S. (2013). Strategier, strategiobservasjon og strategiopplæring : med fokus på elever med matematikkvansker. Trondheim: Læreboka forlaget.   

Bidragsytere

Camilla Bjelland

  • Tilknyttet:
    Forfatter
    ved Institutt for pedagogikk, religion og samfunnsfag ved Høgskulen på Vestlandet

Marit Kulild

  • Tilknyttet:
    Forfatter
    ved Institutt for pedagogikk, religion og samfunnsfag ved Høgskulen på Vestlandet
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