Skriving i et digitalt triadisk refleksjonsfellesskap i lærerutdanninga
DOI:
https://doi.org/10.5617/adno.2484Keywords:
Lærerutdanning, lærerstudenter, det digitale rom, samspillsarena, fagspråk.Abstract
Artikkelen tar utgangspunkt i et intervensjonsprosjekt i grunnskolelærerutdanninga. SKRIVUT-prosjektet svarer på en nasjonal og internasjonal etterspørsel etter gode møteplasser for samarbeidet i lærerutdanninga. Møteplassen er et diskusjonsforum i It’s learning knyttet til praksisopplæringa der andreårsstudentene daglig skriver og får respons av medstudenter, praksislærer og faglærere i norsk og i pedagogikk og elevkunnskap. Studien som presenteres i artikkelen, bygger på kvalitativ analyse av loggdiskusjoner og intervjuer fra prosjektets andre år. Studien viser en faglig orientering i studentenes loggskriving og at det er mulig å etablere en samspillsarena. Den skriftlige dialogen i det digitale rommet viste seg å være drivende både for teoristudier og utvikling av fagspråk. Samtidig løftes praksislærers lokale og erfaringsbaserte kunnskap fram og settes i dialog med den teoribaserte kunnskapen. I diskusjonen tolkes karakteristiske trekk ved dialogen i det triadiske refleksjonsfellesskapet i lys av tenkning om behovet for situasjonsavgrensende og situasjonsoverskridende prosesser i læringskontekster. Funnene diskuteres opp mot studier som peker på at lærerstudenter og lærere har et mangelfullt fagspråk og er lite orientert mot etablert kunnskap.
Nøkkelord: lærerutdanning, lærerstudenter, det digitale rom, samspillsarena, fagspråk
Abstract
The background for this article is an intervention project in teacher education for primary school. The project addresses a worldwide call for meeting places for the triadic collaboration in teacher education. The meeting place is an asynchronous LMS-based discussion forum where second year student teachers write and receive daily response from fellow student teachers, mentors and professors in Norwegian (Mother Tongue) and in Pedagogy and Pupil-related Skills during field practice. The study presented in this article is based on a qualitative analysis of written log discussions and interviews from the second year of the project. The study shows that the student teachers have a subject-oriented focus in their writing. It also shows that it is possible to establish an arena for interplay. The written dialog in the digital room turned out to be a driving force regarding theoretical studies and the development of a professional language. At the same time, the mentor’s experience based knowledge is highlighted and put into dialog with the theory based knowledge. In the discussion, the characteristics of the triad’s dialog are interpreted in the light of theory on learning as a double process, focusing both on the particular situation and contextualizing the situation. The findings are discussed in the light of previous research on the lack of a sufficient professional language and lack of orientation towards established knowledge amongst student teachers and teachers.
Keywords: teacher education, student teachers, the digital room, arena for interplay, professional language
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