Action(re)call: A method researching knowing-in-action

• This project aims to further investigate and develop a method called action(re)call in a theatre teaching practice in upper secondary school in Sweden. The expected outcome will articulate subject-specific capabilities central to plan teaching activities in a systematic way which involves working with feedback strategies and assessment. Teachers in Sweden are, due to the last two curriculum reforms, expected to plan their teaching of the subject in order to make it possible for the students to develop specific ways of knowing corresponding to the prescribed subject-specific capabilities. The epistemological point of departure is a non-dualistic, relational and practice-based view of knowledge. The method is an example of how teachers and researchers can work together in exploring how knowing-in-action (Schön 1983) and the knowing relieved from the action can become visible and articulated. Knowing is to a large extent tacit in embodied (Polanyi 1962) as well as practice-based meaning (Wittgenstein 1992).

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogical Work (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

HUMANIORA  -- Konst -- Scenkonst (hsv//swe)

HUMANITIES  -- Arts -- Performing Arts (hsv//eng)

Nyckelord

teater

gymnasieskolan

didaktik

action(re)call

metodutveckling

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)