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- Högberg, Sören, 1956-
(författare)
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Att låta det oväntade ge rum åt det oförväntade – möjligheter inom ramen för skolämnet samhällskunskap
- 2017
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2017:2, s. 25-43
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the article is to illuminate the opportunities for students in social studies to develop dispositions towards taking an active and responsible role in society when teachers are able to support the content of the subject to continuously come forward in an interactive, communicative and evolving process. Based on theoretical informed arguments the author claims that that the question of how the teaching process is carried out is deeply connected with these opportunities for creating meaningful pedagogical situations. Here, unforeseen events are discussed as desirable circumstances for engaging students in social issues. However, this also brings risk into the process since the content discussed and how it is discussed opens up for unexpected answers. These answers which become part of the course content, put the teacher in a position in which he or she needs to respond in one way or another. In such pedagogical situations, the moral dimension of teachers’ work becomes visible and obvious. The position is taken that risk is a crucial part of a teaching process in which one of the aims is for students to be and become active, responsible and engaged in social issues.
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| 2. |
- Högberg, Sören, 1956-
(författare)
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Om lärarskapets moraliska dimension : ett perspektiv och en studie av lärarstuderandes nätbaserade seminariesamtal
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this dissertation, an educational perspective called the moral dimension of teaching is developed. The work includes a theoretically informed discussion from a pragmatist point of view in which the concept of pedagogical rhythm is introduced. The concept captures the need for teachers to regularly shift their intentions and occasionally act in contradictory ways as a consequence of the moral which emerges from interaction in pedagogical situations. Using this perspective, criteria are developed for the characteristics of discussions of the work of teachers, which are desirable in order for students in pre-service teacher education to have opportunities to develop their teachership.Secondly, the educational perspective as it is conceptualised serves as a theoretical framework for a study of discussions taking place in net-based seminars among students in teacher education. The study consists of 14 recorded seminars in which discussions of the work of teachers are analysed in terms of content and direction for reflection. The result of the analysis is a construction of four different focal points for processes of making judgements: existential, performative, critical and professional. Mainly the performative, and to some extent the critical, focal points appear to be supported by the net-based environment, although potential for the professional focal point is found when available tools in net-based settings are used in deliberate ways.Finally, based on these four focal points, possible future predispositions among student teachers are deliberated. Student teachers’ future opportunities to develop a moral and epistemological authority are discussed, as well as teachers’ general opportunities to exercise professional responsibility. The conclusion emphasises that a perspective such as the one developed in the dissertation is important, as it creates an understanding for the need to educate student teachers to exercise a form of responsibility that goes beyond being accountable to society.
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| 3. |
- Högberg, Sören, 1956-
(författare)
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Pedagogisk rytm : Ett begrepp om och för lärares arbete
- 2018
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 12:1, s. 55-69
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Tidskriftsartikel (refereegranskat)abstract
- In addition to presenting the concept of pedagogical rhythm, the article has a dual purpose. In the theoretically informed text, arguments are made partly to claim that the concept of pedagogical rhythm can help us to better understand the prerequisites for teachers’ work and partly to claim that the concept can open up opportunities for a more nuanced criticism of teachers’ work based on the terms of the profession. The discussion is conducted in a pragmatic Dewey tradition, in which the concept of pedagogical rhythm is understood as a consequence of the interaction that takes place in educational settings. The conclusion drawn is that the concept of pedagogical rhythm, if put into use as an analytical tool, can strengthen the ability of teachers and ultimately the teaching profession to take professional responsibility.
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