Nyutdannede allmennlærere og deres opplevelse av faglig kompetanse i leseopplæring generelt og av elever med lesevansker spesielt
DOI:
https://doi.org/10.5617/adno.2368Keywords:
Nyutdannede allmennlærere, opplevd fagkunnskap og kompetanse, leseopplæring, lesevansker, Q-metodologi, læring i praksisAbstract
Teoretisk og praktisk kunnskap fungerer etter ulik logikk, ingen teori kan helt omsettes til praksis. Det er derfor av interesse å undersøke nærmere hvordan nyutdannede lærere opplever både sin fagkunnskap og nyervervede kompetanse i yrket. Undersøkelsen som her blir presentert har følgende problemstilling: Hvordan opplever nyutdannede lærere sin kompetanse i leseopplæring generelt og leseopplæring av elever med lesevansker spesielt? Denne pilotundersøkelsen tar utgangspunkt i Q- metoden; nyutdannede lærere plasserer subjektive utsagn trykt på individuelle kort i en matrise. Pilotundersøkelsen baserer seg på 10 respondenter, vi valgte derfor en kvalitativ analyse av resultatene av Q-sorteringen. Resultatene viser at nyutdannede lærere opplever at de mangler kunnskap og kompetanse både i praktisk leseopplæring generelt og om lesevansker spesielt. Kartleggingsmateriell blir i liten grad brukt som grunnlag for informantenes tilrettelegging av arbeidsmåter i leseopplæring. Inkludering og sammenholdte klasser står sterkt hos informantene, men de savner informasjon om elever med lesevansker og om tilgjengelig hjelpemateriell. Resultatene understreker betydningen av veiledning av nyutdannede lærere og ikke minst deres behov for fora for faglig utvikling, faglig utveksling og refleksive diskusjoner.
Nøkkelord: Nyutdannede allmennlærere; opplevd fagkunnskap og kompetanse; leseopplæring, lesevansker, Q-metodologi, læring i praksis.
Abstract
Theory and practice are based on different logics; this means that no theory can be fully implemented in practice. For this reason, it is interesting to investigate newly qualified teachers’ perceptions of their expertise and competence. In order to study this phenomena, the following research question was formulated: How do newly qualified teachers perceive their competence in the field of reading education in general and reading difficulties in particular? This pilot study is based on Q-methodology, which involves asking respondents to place subjective statements that are printed on individual cards on a matrix. The pilot study population includes 10 newly qualified teachers, therefore we chose to analyse the results of the Q-rankings using a qualitative method. The results show that the respondents thought that they lacked both knowledge and competence regarding reading education and reading difficulties. They made little use of mapping tools when adapting their teaching methods in reading education. While the respondents stressed the importance of an inclusive class milieu and solidarity, they felt that they lacked information about pupils who have reading difficulties and about available support material. The results indicate that mentoring is important for newly educated teachers, as well as that there is a need for meeting places that further professional development, academic exchange and reflexive discussion.
Keywords: Newly educated teachers; experienced expertise and competence; reading education, reading difficulties, Q- methodology, learning in practice.
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