Født sånn, eller blitt sånn? Matematikklæreres oppfatninger om evnen til å undervise
DOI:
https://doi.org/10.5617/adno.2251Keywords:
matematikklærere, oppfatninger, evner, undervisning, etter- og videreutdanningAbstract
I denne artikkelen analyserer vi matematikklæreres oppfatninger om evnen til å undervise. Innholdsanalyse av 40 erfarne læreres svar på en spørreundersøkelse, viser at flere ser på aspekter ved evnen til å undervise som medfødt, eller medfødt for noen. Lærere som ser på evnen til å undervise som medfødt, vil kunne nedvurdere betydningen av etter- og videreutdanning, og foretrekke å få tips de kan ta direkte inn i undervisningen uten å forstå hvorfor tipsene eventuelt virker. Vi mener følgelig at det er viktig å kartlegge slike oppfatninger i forbindelse med etter- og videreutdanning av matematikklærere.
Nøkkelord: matematikklærere, oppfatninger, evner, undervisning, etter- og videreutdanning
Abstract
In this article, we analyze mathematics teachers’ beliefs about the ability to teach. Content analysis of 40 experienced teachers’ survey responses shows that several teachers consider aspects about the ability to teach as innate, or innate for some. Teachers who look at the ability to teach as innate, might depreciate the meaning of professional development, and prefer to get tips that can be directly applied in their teaching without having to understand why the tips work. Based on these findings, we argue that it is important to measure such beliefs in connection with professional development of mathematics teachers.
Keywords: mathematics teachers, beliefs, ability, teaching, professional development
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