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- Brante, Göran, 1951-
(author)
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In what ways can Lesson Studies, Variation Theory and Learning Studies help pre-service teachers to be better prepared for work?
- 2012
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In: Abstracts book. ; , s. 1-
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Conference paper (other academic/artistic)abstract
- Education is a complex and difficult work. It is an immense responsibility to take care of the society’s young members and help them develop the necessary knowledge and required abilities essential for life in society. During the last centuries different theories and methods have been developed to help teachers to be prepared for the educational activity. Simultaneously we have seen that one problem for education and teachers is the gap between theory and practice, which perhaps has always been an issue. Two models to test and discuss teaching, learning and to accomplish a way to help learners are lesson and learning study. Lesson study is a method mostly used by experienced teachers to develop teaching regarding certain topics, to meet curriculum goals to help learners take initiative or develop certain learning prerequisites. Lesson studies are accomplished through research lessons in different forms, but all these build on teacher collaboration, self-critical reflection, and are in certain ways connected to demands from curriculum. Learning study, based on variation theory, is inspired from lesson study and design experiments. In learning studies researchers and teachers collaborate concerning targeted objects of learning and how to best help students to discern these. The theoretical base of variation theory guides teaching and learning, which focuses on the object of learning and how it should be varied, instead of focusing on the method or the context. Both models have shown positive results in practice. They definitely enhance teachers’, researchers’, and students’ knowledge as well as develop learning and teaching. But in what way can they enhance pre-service teachers in their knowledge about their upcoming practice? If you have tools helping you to understand or handle the somewhat difficult and complicated situation at school, your ability to do this in a more powerful way increases. This has been shown in the results of several studies of lesson and learning study, but what aspects are critical to such an increase and in what way can these models or this theory also be used in teacher education?
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| 2. |
- Brante, Göran, 1951-
(author)
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Relationer inom handledning
- 2012
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In: Högskolepedagogisk debatt. - 2000-9216. ; :2, s. 109-116
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Journal article (other academic/artistic)abstract
- Göran Brante beskriver problem med handledningsrelationen inom några områden som frekvent tas upp i diskussioner till exempel distinktionen personlig och professionell, genderrelationer och olika handledningsstilar. Han formulerar handledningsrelationen i pedagogiskt didaktiska termer och argumenterar för att det trots allt finns några viktiga faktorer som är gemensamma för allt lärande och som bör prägla relationen. En god handledningsrelation präglas av att handledaren har kunskap om det som skall läras och vad som krävs för att detta skall kunna läras. Handledningsrelationen måste vara tillåtande och ge utrymme för att doktoranden att kunna fungera självständigt genomtänkt och kritiskt. Den måste ta hänsyn till temporala aspekter, till exempel till att handledning är en process där relationens förutsättningar ständigt förändras.
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| 3. |
- Holmqvist, Mona, 1961-, et al.
(author)
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Learning Study in pre-school : teachers' awareness of children's learning and what they actually learn
- 2012
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In: International Journal for Lesson and Learning Studies. - 2046-8253. ; 1:2, s. 153-167
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Journal article (peer-reviewed)abstract
- Purpose - The aim of this paper is to describe pre-school children’s learning during a Learning Study, and their teachers’ awareness of each child’s learning possibilities in relation to what they actually learned. The aims of the study are twofold; firstly we focus on how to design Learning Study in pre-school settings, and secondly we study young children’s (aged 4-5) learning.Design/methodology/approach - The data consists of three videotaped interviews with each participating child (n=39), three videotaped interventions and one videotaped interview each with three pre-school teachers.Findings - The results show 1) an increased learning outcome in all three groups, 2) there is a discrepancy between what the children actually learned and the teachers’ awareness about the children’s possibilities. The teachers’ awareness of the children’s learning possibilities differ from what the children actually learned.Originality/value - Learning study is usually used in school settings, but this paper shows its potential also in pre-school settings. Beside this, the results indicates that there is a risk that if teachers’ expectations are too high or too low, they will affect children’s abilities to learn in either a positive or a negative way by not offering the children sufficiently challenging tasks. By the use of Learning Study the teachers became aware of this discrepancy and were able to reassess their expectations for each child according to their abilities.
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