A multiple-case study (Stake, 2005) in four Norwegian Lower Secondary schools found, by method of classroom observation, three different types of ‘teaching communication’: ‘Dialogic teaching communication’, ‘storytelling teaching communication’ and ‘reproducing teaching communication’ (Aasebø, Midtsundstad, & Willbergh). ‘Teaching communication’, is defined as teachers’ and students’ talk about subject matter in whole-class teaching. The previous study explored how different school cultures give different opportunities for students to experience meaning in teaching. In this paper we will explore the following research question: How are the different forms of ‘teaching communication’ reflected in teacher education in the two regions?
The theoretical foundation of this study lies within the German Didaktik tradition, or Allgeimeine Didaktik (Westbury, Hopmann, & Riquarts, 2000) which was established as the leading professional language of teachers and teacher education in the nineteenth century in Germany and the Nordic countries (Hopmann, 2007). School as an institution promoted the need for autonomous teachers to adapt the national curriculum to the local schools. Didactics is in this way understood as a teacher’s professionalized art of argument and deliberation over how to construct interpretations of curriculum perceived as meaningful by the students. Hence, the purpose of teaching is to make visible interpretations of subject matter, making a connection to the life world and experiences of students and their future prospects (Herbart & Stern, 2002; Willbergh, 2015)6). Classroom interpretations of subject matter are unique (Aasebø, 2011). ‘Dialogic teaching communication’ is the most fruitful form of ‘teaching communication’ from a Bildung-centred perspective.
The set of concepts developed in the previous study consisted of the content aspect (the ‘what’) and the speech aspect (the ‘how’) of verbal communication (Aasebø et al.). The content aspect in ‘teaching communication’, as an adapted or expressed curriculum (‘what do they talk about’), is considered to have more or less ‘diverse’ or ‘homogeneous’ interpretations. The speech aspect (‘how do they talk and who is talking’)’ is considered to be more or less ‘conversing’ or ‘lecturing’. These concepts of ‘teaching communication’ will also be used in the observation of talk on subject matter in teacher education classrooms.
To practice meaningful teaching in the future we assume that teacher students need knowledge on general didactics and Bildung. In addition, as in the case of children in school, for teaching in teacher education to be experienced as meaningful for teacher students, talk about subject matter should allow for students to participate with their experiences when interpreting subject matter.
