Å tenke sammen om leseundervising. Utvikling av en intervensjon for læreres læring
DOI:
https://doi.org/10.5617/adno.5867Keywords:
leseundervisning, intervensjon, design-basert forskning, sosiokognitiv, skoleutviklingAbstract
Leseundervisning i skolen har tradisjonelt vært gjenstand for stor interesse og stadige reformforsøk. I norsk sammenheng har skolepolitiske satsninger på lesing ofte fulgt den såkalte kaskademodellen, der kunnskap skal «fylles på» og «spres» i skolesystemet. Selv om kaskademodellen er kostnadseffektiv og kan nå mange lærere på kort tid, har den også blitt kritisert for å være mangelfull. De siste årene har derfor norske skolemyndigheter tatt i bruk en skolebasert tilnærming til reform av leseundervisningen. Imidlertid fins det få tilgjengelig verktøy som kan støtte læreres tenkning og beslutninger i slike reformprosesser. Denne artikkelen anlegger en design-basert tilnærming og beskriver utviklingen av en intervensjon for å støtte læreres tenkning om leseundervisning i åtte grunnskoler som har deltatt i skolebaserte leseprosjekter. Artikkelen viser hvordan intervensjonen pedagogisk loppemarked kan støtte lærerne i å ta beslutninger om problematiske aspekter og utvikle kollektiv kunnskap lokalt. I overgangen fra en kunnskapsformidlende «påfyll-og-spredning»-modell til utviklingen av lokal kunnskap gjennom skolebaserte prosesser kan en slik intervensjon bidra til sterkere sammenheng i leseundervisningen og identifisering av eksisterende praksiser med uønsket virkning.
Nøkkelord: leseundervisning, intervensjon, design-basert forskning, sosiokognitiv, skoleutvikling
Thinking together about teaching. Developing an intervention for teacher learning
Abstract
School reading instruction has traditionally been the subject of great interest and continuous reforms. In the Norwegian context, such reforms have often used a cascade model approach, with knowledge being introduced into and then dispersed throughout the school system. Although this model is cost-effective and can reach many teachers over a short period of time, it has been criticized. In recent years, Norwegian educational authorities have therefore adopted a school-based strategy for reading instruction reform. However, there are few available tools to support teacher thinking and decision-making in such reforms. Using a design-based approach, this article describes the development of an intervention supporting teachers’ learning about reading instruction in eight lower secondary schools participating in school-based reading projects. The article shows how an educational garage sale types of intervention can support teacher decision-making in problematic areas and contribute to the development of shared local knowledge. As policies shift from cascade model approaches to the development of local knowledge through school-based projects, this intervention may improve coherence in reading instruction and contribute to the identification of existing practices that have undesirable effects.
Keywords: reading instruction, intervention, design-based research, sociocognitive, professional development
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