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Om lärarskapets mor...
Om lärarskapets moraliska dimension : ett perspektiv och en studie av lärarstuderandes nätbaserade seminariesamtal
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- Högberg, Sören, 1956- (författare)
- Högskolan Dalarna,Pedagogik,Örebro universitet,Teknikburna kunskapsprocesser,Institutionen för humaniora, utbildnings- och samhällsvetenskap
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- Englund, Tomas, professor (preses)
- Örebro universitet,Institutionen för humaniora, utbildnings- och samhällsvetenskap,Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap
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- Hultin, Eva, docent (preses)
- Högskolan Dalarna,Pedagogik
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- Colnerud, Gunnel, Professor emerita (opponent)
- Institutionen för beteendevetenskap och lärande (IBL) / Avdelningen för pedagogik och didaktik (PEDI), Linköpings universitet
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(creator_code:org_t)
- ISBN 9789175291055
- Örebro : Örebro university, 2015
- Svenska 325 s.
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Serie: Örebro Studies in Education, 1404-9570 ; 51
- Relaterad länk:
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https://du.diva-port... (primary) (Raw object)
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https://oru.diva-por...
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https://oru.diva-por... (primary) (Raw object)
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https://oru.diva-por...
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https://urn.kb.se/re...
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- 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.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
Nyckelord
- pragmatism
- moral dimension
- teaching
- teachership
- pedagogical rhythm
- professional responsibility
- judgement
- teacher education
- net-based seminars
- pragmatism
- moralisk dimension
- undervisning
- lärarskap
- pedagogisk rytm
- professionellt ansvar
- omdömesbildning
- lärarutbildning
- nätbaserade seminarier
- Utbildning och lärande
- Education and Learning
- Pedagogik
Publikations- och innehållstyp
- vet (ämneskategori)
- dok (ämneskategori)
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