Tenk hvis – Om fiksjonserfaringer som utgangspunkt for refleksjon i lærerutdanningen
DOI:
https://doi.org/10.5617/adno.2964Abstract
I denne artikkelen settes søkelyset på norsk lærerutdanning og på et arbeid med å utvikle et profesjonsverksted hvor sammenheng mellom teoretiske og praktiske perspektiver i utdanningen kan utforskes og drøftes. Profesjonsverksted kan forklares som en læringsarena hvor lærerutdannere fra ulike fag samarbeider om å transformere overordnede mål for utdanning til høgskoledidaktiske aktiviteter og arbeidsformer. Studien tar utgangspunkt i feltnotater og fokusgruppeintervjuer fra en case der fire grupper med studenter har arbeidet med matematiske, norskfaglige og pedagogiske perspektiver knyttet til temaene klasseledelse og tilpasset opplæring. Et teoretisk og analytisk rammeverk fra drama- og teaterpedagogisk forskning bruker mediert fiksjon for å analysere muligheter til sammenheng mellom pedagogisk teori, fagdidaktiske valg og praktisk lærerarbeid. Resultatet fra analysen av studentgruppers intervensjon med tre ulike fiksjonsformer viser hvordan aktivitetene bidrar til sammenheng på ulikt vis: Simulering tilbyr mulighet til å øve og trene på delferdigheter og profesjonsspesifikke situasjoner. Narrative og poetiske fiksjonsformer bidrar til å involvere personlige erfaringer i læringsarbeidet og utvide studentenes didaktiske repertoar. Refleksive fiksjonsformer gir mulighet til å identifisere seg med ulike roller og perspektiver og trene på å bruke et profesjonsspråk for å analysere praktisk lærerarbeid. Studien er et bidrag til å utvikle og forske på høgskolepedagogiske læringsrom mellom skole og lærerutdanning som kan bidra til å skape sammenheng mellom skolefag, pedagogikk og praktisk lærerarbeid.
Nøkkelord: lærerutdanning, høgskolepedagogikk, profesjonsverksted, lærerrolle, fiksjon, mediering
Abstract
In this article we look into Norwegian teacher training and the development of an educational workshop where the link between theoretical and practical perspectives in education can be explored and discussed. This workshop can best be described as an arena for teaching where teacher trainers who teach different subjects cooperate on transforming overriding educational goals into didactic activities and methods of teaching their college students. The course is based on field notes and interviews with focus groups from a case where four groups of students worked with class leadership and adapted learning in the subject areas of Mathematics, Educational Science and Norwegian. A theoretical and analytical framework from research into educational drama and theatre uses the medium of fiction as a way of analysing the possible parallels between educational theory, didactic choices and practical teaching. The groups worked with three different forms of fiction. The result of the analysis of this intervention shows how these activities are linked: Simulation opens up for the possibility of practicing different skills and profession-specific situations. Poetical and narrative forms of fiction encourage the involvement of feelings and personal experiences in teaching, while also offering a common aesthetic framework in the staging of complex concepts. Reflexive forms of fiction make it possible to decentre and acquire a professional language when analysing one’s teaching practice. The course may contribute to developing research into the relationship between educational science at the levels of the school, the college and teacher training, which may in turn link practical teaching, educational science and the different school subjects.
Key words: teacher training, educational science at college level, educational workshop, role of the teacher, mediated fiction
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