Tematikken i veiledningssamtaler: forgrunn og bakgrunn
DOI:
https://doi.org/10.5617/adno.2907Abstract
Denne artikkelen setter søkelys på fagdidaktikkens plass i veiledningssamtaler med lærerstudenter og nyutdannede lærere. Utgangspunktet er to studier der tematikken i veiledningssamtaler ble undersøkt gjennom språkets utpekende funksjon. Orientering rundt fagdidaktikk var lite framtredende i disse samtalene, og i stedet dominerte generelle didaktiske spørsmål. Forskningsspørsmålene innebærer en undring over hvorfor forhold ved fagene ikke blir tydeligere uttrykt i yrkesfaglig veiledning, og samtidig stiller jeg spørsmål om hvordan veiledning eventuelt kan bidra til at fagdidaktiske spørsmål blir belyst. Jeg hevder at noviser trenger hjelp til å rette blikket mot vesentlige spørsmål som gjelder yrkesutøvelsen, der også fagdidaktikk må inngå. En mer pågående veilederrolle enn det som ser ut til å være dagens praksis, blir av den grunn foreslått og diskutert.
Nøkkelord: yrkesfaglig veiledning, læringspotensial, didaktikk, fagdidaktikk, språkets utpekende funksjon, veilederrollen
Abstract
This article highlights subject matter knowledge in mentoring conversations and takes its point of departure in two studies where the topics in mentoring conversations were investigated through the use language. General didactic concerns dominated the conversations at the expense of themes related to subject matter. Astonishment about this fact led to the research questions focusing on the reasons for the lack of concerns about subject matter knowledge in mentoring. How mentoring eventually can contribute in giving subjects, a more prominent position in such conversations is discussed. Novices need help to keep the importance of subject matter knowledge in mind when discussing the most substantial questions in teaching. A more dynamic mentor role is suggested and discussed.
Key words: mentoring, didactics, role of mentor teacher
Downloads
Published
How to Cite
Issue
Section
License
Content published in Acta Didactica is - unless otherwise is stated - licensed through Creative Commons License BY-NC-ND 4.0. Content can be copied, distributed and disseminated in any medium or format under the following terms:
Attribution: You must give appropriate credit and provide a link to the license
Non-Commercial: You may not use the material for commercial purposes.
No derivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Authors who publish in Acta Didactica accept the following conditions:
Author(s) retains copyright to the article and give Acta Didactica rights to first publication while the article is licensed under the Creative Commons CC BY-NC-ND 4.0. This license allows sharing the article for non-commercial purposes, as long as the author and first publishing place Acta Didactica are credited.
The author is free to publish and distribute the work/article after publication in Acta Didactica, as long as the journal is referred to as the first place of publication. Submissions that are under consideration for publication or accepted for publication in Acta Didactica cannot simultaneously be under consideration for publication in other journals, anthologies, monographs or the like. By submitting contributions, the author accepts that the contribution is published online in Acta Didactica.