Transformering av kunnskap mellom campus og skole i lærerutdanningen
DOI:
https://doi.org/10.5617/adno.2498Keywords:
læring, lærerstudenters læring, transformering av læring, teori-praksis problematikken i lærerutdanningenAbstract
Til tross for lærerutdanningers mangeårige arbeid med å finne innovative løsninger som skaper gode sammenhenger mellom campuskonteksten og skolekonteksten, etterlyser lærerstudentene fortsatt en bedre sammenheng i studiet. Det som kjennetegner metodene i mange lærerutdanninger er at de bygger på ideen om læring for praksis. Dette innebærer i stor grad forventninger om at studentene transformerer kunnskap fra campus til undervisning og refleksjon i skolen. Mye tyder på at lærerstudentene får lite hjelp i denne prosessen. Studier om koherens – eller sammenheng – i lærerutdanningen knyttes sjelden til at lærerutdanning kan innebære et læringsproblem. Hensikten med denne artikkelen er å undersøke de læringsutfordringer studenter har når kunnskap skal transformeres mellom de to kontekstene. Tanken er at en forståelse for lærerstudenters læring på denne måten kan bidra inn i arbeidet med å videreutvikle metoder i lærerutdanningen som kan lette transformeringsprosessene. Artikkelen er tematisk og drøftes i lys av sosiokulturelle perspektiver på læring og utvikling med vekt på begrepene “overføring” og “transformering”. Videre drøftes problemstillingen i lys av studier av lærerstudenters interaktive læringsprosesser.
Nøkkelord: lærerutdanning, lærerstudenters læringsprosesser, transformering av læring.
Abstract
Despite innovative work on bridging the gap between campus activities and classroom activities, student teachers ask for more coherence in their education. What characterizes the different teacher education innovations is that they are mainly based on the idea that students construct knowledge for practice. In these scenarios, teacher education programmes rely on the students’ ability to transform knowledge from activities at campus into teaching and reflection in their practice schools. The student teachers seem to get little or no help in these transformational processes. When studying coherence in teacher education, researchers rarely draw the attention to teacher education as a learning problem. This article discusses the problems inherent in transforming knowledge between contexts in teacher education, by focusing on the concepts of “transfer” and “transformation” and on studies of student teachers’ interactive learning processes. The idea is that knowledge about how student teachers learn in different contexts and how the knowledge is transformed between contexts is necessary to develop a coherent teacher education. The paper is thematic and the research question will be discussed in light of a socio-cultural perspective on learning and development, relevant literature, and studies regarding theories of learning and transformation. The research question will be further discussed in light of qualitative studies on teacher students’ interactive learning processes.
Keywords: teacher education, learning, student teachers learning processes, learning as transformation
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