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Professionsuddannelser i krise? : Rekrutteringsproblemer, meningstab og meningsdannelse i nordiske lærer- og pædagoguddannelser
- 2023
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Aim of this bookThis book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...]
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- Bengtsson, Jan, 1949
(författare)
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Til en ontologisk forståelse af undervisning
- 2005
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Ingår i: I J. Bengtsson (red.). Udfordringer i filosofisk pædagogik. - København : Danmarks Pædagogiske Universitets Forlag. ; , s. 15-34
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Hobel, Peter
(författare)
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Når innovation og fagligt samspil saetter fag under pres - fagdidaktisk kommunikation i det danske gymnasium efter reformen i 2005
- 2012
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Ingår i: Nordidactica. - Karlstad : CSD. - 2000-9879. ; :1, s. 26-53
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Tidskriftsartikel (refereegranskat)abstract
- After the 2005 reform of the Danish gymnasium, ithas become a requirement that students are trained in interdisciplinarity andthat their innovative skills are developed. In the public discussion“innovation” has been embedded in two different discourses: a market orienteddiscourse and a citizenship oriented discourse. This study examines whether theschool subjects under this pressure develop and converge into one unifiedschool subject: a market orientated social science. This is examined through acase study of an interdisciplinarian course in the first year of the Danishgymnasium on Corporate Social Responsibility. The students first work with thistopic in the context of English, Social Science and Innovation, and then haveto advise a Danish concern about how to improve and develop the CSR-strategy ofone of its subsidiary companies in India.The data of the study are central documents from political level, from thelevel of the Ministry of Education, and from the course. These documents aretriangulated with interviews with teachers and students. The results of thestudy are based on a discourse analysis of these documents.The central finding of the study is that the different school subjects do notconverge into one market oriented school subject. The students do not limitthemselves to give instrumental and means-oriented advices to the concern abouthow they can use the CSR-strategy as a mean of increasing its profits. The teachers act in a paradigm of challenge oriented didactics. The teachersestablish a subject oriented and interdiscipline oriented didactical discussionabout how the school subjects in different ways can contribute to aprofessional debate about epochal core problems (in this undervisningsforløb:the enviroment and social inequality), and the students discuss how thesubsidiary company can contribute to the solution of these problems. They addthat these initiatives will benefit the company. Thus, through didacticalreflection and the planning and execution of a course the teachersre-contextualize the requirement about interdisciplinarity and innovation in away that has Bildungs-Potenzial
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- Tärning, Betty, et al.
(författare)
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Feedback – mere end bare input og output
- 2020
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Ingår i: UP Unge Paedagoger. ; :2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Nya studier visar att elever ofta ignorerar feedback. Samtidigt vet vi att feedback är centralt för lärande. För att förstå vad som händer måste vi betrakta feedback som en sammanhängande process i flera steg av uppmärksamhet, tolkning, förståelse och användning. Detta i motsats till en traditionell modell som endast betraktar den feedback som ges (input) och elevens motsvarande prestation (output). Vår förhoppning är att på detta sätt visa på ett verktyg för att arbeta med feedback och lärande.
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