The Didactic Challenge of Time

Author(s):

Rose Heir

Conference:

ECER 2009

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES B9, Preconference Parallell Session

Time:

2009-09-25

11:00-12:30

Room:

HG, HS 33

Chair:

Klaus Puhl

Contribution

My paper will be an introduction to my work towards a PhD within the field of Education in Finland: The Didactic Challenge of Time. The project, which will not yet be finished, and the teacher study cariied out will have special attention in the paper presentation. Some theoretical background will be provided to create a framework for the whole project, including other, previously conducted research important to the understanding of the relation between time and didactics . The relationship between didactic decision-making and time will be in focus in my work using the approaches of Phenomenology and Practical Reasoning. According to the latter decision-making is preceded by an intention leading to some sort of activity. In my study these perspectives are used to develop an attempt of a fine-grained analysis of video-recorded data deriving from four Finland-Swedish Classrooms. One or a couple of clips of my material analysed and presented in the paper as “Glimpses into teacher practice”, should be seen as an attempt of describing the decision-making teachers face in accordance to time related problems or challenges. Phenomenology and Practical Reasoning is used as a way of approaching the relationship between didactics and time as a phenomenon appearing in teaching. My paper, called The Didactic challenge of Time, is part of a work in progress including all the benefits and disadvantages such a work has. There are many more analyses to be carried out before I could present any reliable answers to the question of in what ways teaching and time work together. This is what I hope to shed some light over in my doctoral thesis. But still there are opportunities of developing thoughts and conclusions out of the data. Presenting some of it I wish to add new perspectives and other, possible ways of analysing it.

Method

Phenomenlogy Practical reasoning Video-recorded lessons of four teachers Transana (software programme for transcribing and analysing)

Expected Outcomes

The importance of my work lies in its ambition to develop some knowledge about teacher intentions, action and decision making related to Time, the first results indicating such a connection. Sometimes the teaching in the collected data, or maybe rather the didactics, can be described as "challenged" by Time. My work aims at describing and understanding the relationship between didactics and time using data from the teaching of four video-recorded teachers in seven groups of students (a little over 30 hours) in the Finnish compulsory school. The data is the basis of the transcripts used for my analysis.

References

Anderson, L. W. (Ed.).(1984). Time and school learning (pp. 1-12). New York: St. Martin's Press. Asplund, J. (1983). Tid, rum individ och kollektiv. Stockholm: Wahlström & Widstrand. Bjurwill, C. (1995). Fenomenologi. Lund: Studentlitteratur. Block, H. (Ed.). (1971). Mastery Learning: theory and practice. NewYork: Holt, Rinehart and Winston. Broady, D. (1999). Det svenska hos ramfaktorteorin. Pedagogisk forskning i Sverige, Vol 4, nr 1, pp. 111-121. Dahllöf, U. (1999). The early frame-factor theoretical thinking in retro-spect / Det tidiga ramaftorteoretiska tänkandet. En tillbakablick. Pedagogisk forskning I Sverige, Vol 4, nr 1, pp. 5-29. Hansén, S- E. (1997). Jag är proffs på det här – om lärares arbete under en tid av förändring. Pedagogiska fakulteten vid Åbo Akademi: Rapport Nr 16. Hansén, S-E. & Holmström, Å. (Eds.). (1993). Undran inför undervisningen: essäer i didaktiska ämnen. Vaasa: Svensk-österbottniska samfundet. Heritage, J. (1984). Garfinkel and Ethnomethodology. Cambridge: Polity. Imsen, G. (1999). Elevens värld: introduktion I pedagogisk psykologi. Lund: Studentlitteratur. Jackson, P. W. (1990). Life in Classrooms. New York: Teachers College Press. Kernell, L-Å. (2002). Att finna balanser. Lund: Studentlitteratur. Lindblad, S., & Linde, G. & Näslund, L. (1998). Frame factor theory and practical reasoning /Ramfaktorteori och praktiskt förnuft. Pedagogisk forskning i Sverige, Vol 3, nr 4, pp 93-109. Lindblad,S.,& Sahlström, F. (1999). Old standards and new borders: on framefactors and classroom interaction /Gamla mönster och nya gränser: om ramfaktorer och klassrumsinteraktion/. Pedagogisk Forskning i Sverige, Vol 4, Nr 1, pp 73 – 92. Lundgren, U.P. (1972). Frame factors and the teaching process. A contribution to curriculum theory and theory of teaching. (Göteborg studies in educational Sciences No 8) Stockholm: Almqvist & Wiksell. Silverman, D. (1997). Interpreting Qualitative Data. Methods for Analysing Talk, Text and Interaction. London: SAGE pulications. Stanford Encyclopedia of Philosophy. http://plato.stanford.edu/entries/practical-reasoning/ (081122).

Author Information

Rose Heir

Åbo Akademi

Faculty of education

Österhankmo

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