| 1. |
|
|
| 2. |
- Tyson, Ruhi, 1978-
(författare)
-
Pedagogical imagination and practical wisdom : the role of good narratives in teacher education and professional development
- 2016
-
Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 17:4, s. 456-471
-
Tidskriftsartikel (refereegranskat)abstract
- There is an increasing awareness that teaching is a practice where moral action is inseparable from pedagogical action and where wise deliberation or reflection on what course of action to take as an educator is an important part of being a good teacher. This paper will focus on rethinking the role of narratives as an articulation of such practical knowledge and the enrichment they might bring to a teacher’s pedagogical imagination. Working within a conceptual framework drawing on Schön and Aristotle, the study presents a group of narratives describing successful conflict resolution told by students at a newly launched teacher education program. These are discussed as part of a teachers’ practice repertoire and the argument is made that the local and personal repertoires of practitioners need to be complemented with elements from the repertoire of others, something systematic research into narratives of teaching in action can be part of.
|
|
| 3. |
- Tyson, Ruhi, 1978-
(författare)
-
Reflections on vocational Bildung didactics in vocational teacher education : two case studies
- 2016
-
Ingår i: Proceedings of the ECER VETNET Conference 2016. - Berlin : Wissenschaftsforum Bildung und Gesellschaft e.V.. ; , s. 1-9
-
Konferensbidrag (refereegranskat)abstract
- Vocational education and training (VET) is a matter of teaching skills and the knowledge needed to perform vocational tasks. However, it is also about educating reflective practitioners (Schön 1983, 1987), supporting moral development and vocational ethics (Tyson 2015b, Corsten & Lempert 1997) and educating for the development of competences or key-qualifications (Rauner & Bremer 2004). These latter issues have been repeatedly argued on a philosophical or policy level and it has been established that the major part of this takes place in conjunction with skill-training and cannot be separated off from it (Rauner and Bremer 2004). There has been less work devoted to examining how such educational processes are encouraged and enacted, ie. their didactical aspects.In previous research (Tyson 2015a, 2015b), part of which was presented at last years ECER/VET-NET (Didactical narratives as part of educating for vocational excellence: articulating relationships between techne and phronesis), I have argued that these issues can be conceptualized as vocational Bildung and explored empirically as a form of practical didactical knowledge narratively articulated as stories of vocational Bildung-experiences and affordances. The aim of this paper is to continue on the same line of inquiry with a presentation of further empirical research. This research is an attempt to take the concept of vocational Bildung didactics (VBD) and introduce it into two academically based vocational teacher education programs (one focusing on nursing teachers and one encompassing a multitude of different vocational teachers). This is a way of exploring how the conceptual framework developed can be brought back to practitioners and also to examine the ways in which this kind of inquiry changes as it transforms from an extensive single biographical case study into two less elaborate multiple case studies.
|
|
| 4. |
- Tyson, Ruhi, 1978-
(författare)
-
Scaling Narrative Studies In Bildung Didactics : Reflections on three case studies
- 2016
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In research on education the field roughly covered by the concept of Bildung has seen a wide-ranging discussion philosophically but less has been said and done from an empirical and teacher-vocational perspective (Rittelmeyer 2012, Tyson 2015a, 2015b). Bildung includes matters such as: formation of character, ethical and aesthetic knowledge/capability, capacity for wise deliberation and reflection as well as the development of personal autonomy (Rittelmeyer 2012) and is defined here in close connection with the Aristotelian phronesis or practical wisdom (Tyson 2015b) in the sense that to afford Bildung in education, from a practical standpoint, is about a teacher’s phronesis. The theoretical framework for this is phronetic social science as articulated by Flyvbjerg (2001) and Flyvbjerg et al. (2012).The aim is to present a brief outline of narratively articulated Bildung didactics, a field of research closely related to both Bildungsgangdidaktik (Gessler 1988, Meyer 2009, Trautmann 2004) and reflective practice (Schön 1983, 1987), and then to discuss the first impressions of three multiple- case studies where the form of the inquiry has been scaled to produce a larger number of narratives.The empirical basis for this draws on four recent studies. One is the biography of craftmaster Wolfgang B. (Tyson 2015a, 2015b) and his paradigmatic narratives of Bildung didactics as experienced over the course of his vocational education. The three other studies have, in different ways, tried to scale the initial results from the biographical study by introducing more specific Bildung didactical question in various teacher education contexts as tasks for the teacher students. One is a study reported at ECER 2015 (Pedagogical imagination and practical wisdom: the role of good narratives in teacher education and professional development) concerned with narratives of successful conflict resolution among after-school care teachers. The second is a study with vocational teacher students and their stories of vocational Bildung experiences during their own vocational training. The third is a study with students at a nursing teacher program and their stories of existential Bildung didactical events in their experience and handling of patients’ suffering and similar matters. Especially the latter two studies will be the focus of some reflection with the aim of clarifying some potentials, limitations and possibilities for VET teacher education in particular.
|
|
| 5. |
- Tyson, Ruhi, 1978-
(författare)
-
The didactics of vocational Bildung : how stories matter in VET research
- 2016
-
Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090. ; 68:3, s. 359-377
-
Tidskriftsartikel (refereegranskat)abstract
- In the research on education, the field roughly covered by the concept of Bildung has seen a wide-ranging discussion philosophically but less has been said and done from an empirical and vocational perspective. Bildung includes matters such as: formation of character, ethical and aesthetic knowledge/capability, capacity for wise deliberation and reflection as well as the development of personal autonomy. The focus here is on how narratives about teaching and curricula, both enacted and experienced, can be used to articulate significant aspects of Bildung-related practical knowledge. The empirical basis for this draws on a variety of narrative sources. By presenting, comparing and discussing narratives, it will be argued that there is a number of Bildung-related educational matters, not least in vocational education and training, where a narrative articulation can contribute. These can be differentiated in at least five groups: enriching knowledge of vocational tasks; conceptual development and critical reflection; advancement of practice; development of ‘practice fields’ and the articulation of patterns of vocational Bildung affordances. In distinguishing these different ways in which vocational Bildung as a form of practical knowledge can be enriched through narrative studies, the article contributes to our capacity for doing systematic research in the subject area.
|
|
| 6. |
- Tyson, Ruhi, 1978-
(författare)
-
What Would Humboldt Say : A Case of General Bildung in Vocational Education?
- 2016
-
Ingår i: International Journal for Research in Vocational Education and Training. - 2197-8638 .- 2197-8646. ; 3:3, s. 230-249
-
Tidskriftsartikel (refereegranskat)abstract
- A classic philosopher in the Bildung-tradition, Humboldt, argued that general Bildung was the opposite of specialist training (vocational education). This has been a matter of contention and the aim here is to revisit the issue through an empirical case study. In the vocational education biography of craft master Wolfgang B. he speaks about aspects of his education that have much in common with Humboldt‘s ideal of general Bildung but transposed into the context of vocational education and training (VET). The concept of vocationalism (Beruflichkeit) provides context to the present argument which is that the contrast Humboldt made is relevant but not in the sense of there being two categories of education (general and vocational) but rather two expressions of pedagogy: one expansive and one exclusive. Furthermore, there are two versions of general or expansive Bildung present in the case. The conclusions are that empirical studies of vocational Bildung expand on the concept of Bildung, increase our understanding of how VET contains affordances of Bildung and of the curriculum-patterns related to this.
|
|
| 7. |
- Tyson, Ruhi, 1978-
(författare)
-
When Expectations Clash : Vocational Education at the Intersection of Workplace and School
- 2016
-
Ingår i: Interchange. - : Springer Science and Business Media LLC. - 0826-4805 .- 1573-1790. ; 47:1, s. 51-63
-
Tidskriftsartikel (refereegranskat)abstract
- Next to highly regarded varieties of apprenticeship-based vocational education there are, in many countries, forms of mainly school-based VET (voca- tional education and training) that suffer from a clash of expectations between schools and workplaces as sites of vocational education. School-based VET is viewed as of lesser value compared to work experience or workplace based training and one reason for such negative views on mainly school-based VET is the lack of authentic work-related experiences in schools. In what follows I will, based on a case study of a social development project, argue that there is a potential hybrid form of school-based VET that could deal with this issue of authenticity by working around the usual binary of school and workplace. This has resulted in some sug- gestions for how to reconsider vocational education curricula in schools, aiming at authentic learning environments through the systematic enactment of social and cultural developmental projects. The result is not only a way of dealing with the problems that face school-based VET but an argument for how to take advantage of schools being predominantly cultural institutions.
|
|
| 8. |
- Tyson, Ruhi, 1978-
(författare)
-
Yrkesbildningsdidaktiska berättelser i lärarutbildning: Tre fallstudier
- 2016
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Som lärare, oavsett om det är yrkeslärare, grundskollärare eller andra, är det bildningsdidaktiska bland det svåraste att utveckla en praktisk skicklighet i. Arbetet som presenteras här är ett försök att, bland annat, bidra till att göra det bildningsdidaktiska problemet mindre svårhanterligt. Efter en inledande presentation av centrala begrepp som yrkesbildning, didaktik, berättelse och praktisk skicklighet så följer en genomgång av tre bildningsdidaktiska fallstudier och det hela avslutas med en diskussion kring vilket bidrag det här kan ge till didaktikkurser på lärarutbildningar och, i förlängning, till ett systematiskt forskningsarbete.
|
|
| 9. |
- Tyson, Ruhi, 1978-
(författare)
-
Yrkesutbildning eller yrkesbildning: vad lär vi oss egentligen? : En introduktion till empirisk yrkesbildningsdidaktik
- 2016
-
Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 6:2, s. 1-16
-
Tidskriftsartikel (refereegranskat)abstract
- The Bildung contents and processes of vocational education and training is the focus of this article. This is something that has, for the most part, been treated on a philosophical level previously and where the intent here is to discuss how empirical research into vocational Bildung didactics can be conducted and what kinds of knowledge it can contribute. In the Bildung-philosophical discussion vocational education has historically often been contrasted with general Bildung and part of an empirical inquiry into vocational Bildung didactics is to surface the actual experiences of Bildung that vocational education and training can afford. The inquiry is based on an extensive explorative study of craft master Wolfgang B. and his vocational education biography. A part of this biographical study is presented in the article where the conversation centres on a vocational task he remembers and the various vocational Bildung affordances that can be found in his account. This leads to a more nuanced understanding of the concept of vocational Bildung and to a concluding discussion of the various ways in which this kind of empirical studies in vocational Bildung didactics can contribute to both research and practice.
|
|
