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Teachers' interpret...
Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark
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- Avery, Helen (författare)
- Jönköping University,Högskolan för lärande och kommunikation
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- Wihlborg, Monne (författare)
- Lund University,Lunds universitet,Institutionen för hälsovetenskaper,Medicinska fakulteten,Hälsa i ett tvärvetenskapligt perspektiv,Forskargrupper vid Lunds universitet,Hälsofrämjande komplexa interventioner,Pedagogik,Sociologiska institutionen,Samhällsvetenskapliga institutioner och centrumbildningar,Samhällsvetenskapliga fakulteten,Department of Health Sciences,Faculty of Medicine,Integrative Health Research,Lund University Research Groups,Health promotion in nursing care,Education,Department of Sociology,Departments of Administrative, Economic and Social Sciences,Faculty of Social Sciences
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(creator_code:org_t)
- 2013-03-18
- 2013
- Engelska.
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Ingår i: Journal of Learning Development in Higher Education. - : Association for Learning Development in Higher Education. - 1759-667X. ; :5, s. 1-20
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Abstract
Ämnesord
Stäng
- While higher education is expected to prepare students so they can reflect and act in relation with a changing world, many structural forces instead favour procedural learning. There are fundamental contradictions between the aim of independent thinking and using standardised assessment, as well as between reasoning/speaking as an emancipatory force, and teaching as explanation. Other contradictions exist between holistic and fragmented learning. An important dimension of these contradictions is how we determine who can become a speaker. What are the terms for negotiating meaning? In this article, ways in which university teachers interpret Bildung are investigated through qualitative interviews. Three teachers were asked how they implement their aims in practice. The three cases are presented as an illustration of practices that may enhance in-depth reflection, holistic understanding and personal development. The teachers’ perceptions of student learning and other outcomes of a Bildung approach are discussed. In particular, the article stresses the importance of a space for negotiation and giving students the opportunity to become speakers.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Nyckelord
- speaker
- teaching and learning practice
- holistic
- reflection
- Bildung
- higher education
- negotiation.
- Bildung
Publikations- och innehållstyp
- art (ämneskategori)
- ref (ämneskategori)
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