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- Hansen, Monica
(författare)
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Yrkeskulturer i möte : läraren, fritidspedagogen och samverkan
- 1999
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In recent years, co-operation between teachers belonging to different teaching traditions or ”cultures”, has become common in Sweden, particularly within the first years of primary school, where teachers from a pre-school tradition (pre-school teachers, recreational pedagogues) work alongside primary school teachers. The thesis explores the relation between two different yet related professional cultures, teachers and recreational pedagogues, in their collaborative work in the Swedish primary school. It is an ethnographic case study of development of collaboration between the two teaching traditions, in two schools with somewhat different organisational structure. The emphasis is on the intersection between these two professions and their two professional cultures. The two categories of teachers have different conceptions of their professional identity, depending on which tradition they belong to. The primary school teacher focuses her function as a mediator in children’s learning, while the pedagogue, from the pre-school tradition, sees herself mainly as a model for the child. Teachers and recreational pedagogues also build and shape the physical and mental environment for their work with the children from different perspectives. These are summarised in the metaphors of “school as a work place” and “recreational centre as a home”. These differences in turn are mirrored in different strategies in collaborative situations, strategies that sometimes give rise to misunderstandings and overt or covert conflicts between the two groups, since the underlying conceptions of the professional identities are not brought to the surface. The teachers’ professional culture is here described as a culture with relatively strong classification and framing. A line of indicators point in the same direction in relation to their professional history. Correspondingly we can discern parallels between the weaker classification and framing that characterises the professional culture of the pedagogues and factors in the historical background and development of their professional practice.
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- Helmstad, Glen
(författare)
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Understandings of understanding : an inquiry concerning experiental conditions for developmental learning
- 1999
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is about understandings of understanding and has developed from previous research on study skill and conceptions of learning among participants in various forms of education. The purpose was to investigate understandings of understanding as a phenomenon and the significance of understanding of understanding for learning. The investigation involved 101 persons between 12 and 75 years of age from four different forms of education. The data was produced in two steps. In the first, the participants wrote a narrative about an occasion when they experienced that they had understood something. In the second, 8–10 participants out of each group were selected and participated in a subsequent interview about the meaning of understanding. The results were constituted through two interpretative turns. Data was analysed with reference to forms of understanding, types and conceptions of understanding and a selection of the cumulated contribution of four participants was also analysed as expressions for differently advanced forms of consciousness of understanding and their significance. The enquiry resulted in a description of three different ways of understanding understanding as a phenomenon. Understanding emerged as: 1) a reception of new knowledge either through observation or information; 2) an acquisition of desired knowledge through relatively successful completion of deliberate learning activity; and: 3) realisation of a new truth on the basis of experience and interpretations of experience. This was the first part of the findings. Regarding the second, the different understandings expressed by four participants, this indicated that performance of learning activity that involves development of more advanced systematic understanding as an essential objective, requires relatively sophisticated understandings of understanding. It also suggests that the development of understanding is guided by the conversations about learning and understanding that are developed in different pedagogical practices. The conclusion is that relatively comprehensive and formal education, is a necessary but not sufficient precondition for the development of experiential prerequisites for deliberate developmental learning. In addition, the education must also make provisions so the learner may also realise that all human understanding is finite and contingent.
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