Session Information
01 SES 07 B, Leadership, Dialogic Learning and Career Trajectories
Paper Session
Contribution
Research question
During one week, 22 students had full responsibility for teaching pupils aged 10 to 19 in a combined primary and secondary school. The school leaders had asked us to take responsibility for the pupils while teachers and management had a seminar and further education not far away. This was a unique chance for students and teacher educators to make invaluable practical experiences as close to reality as we could get.
We wanted the students to write a text about their expectations and views on learning before we started the week of practice. Afterwards the students wrote a reflection paper based on their experiences. Analysis of these reflection notes will provide a basis for preparing interview questions. The questions in the interview arise from students’ notes and our main research question: “How can we reform teacher education through students’ experiences from practice?”
Theoretical framework
Theoretically, this project draws on pragmatism. Pragmatism emphasizes individual active participation in the learning process, and posits that the experiences we get from our actions open up for new learning. Furthermore, teachers who act as anchors with knowledge and guidance for pupils are highly important as the pupils develop (Gustavsson 2009; Dewey 1916). The choice of this philosophical foundation was determined by information coming from the students themselves. Throughout two years of teacher education and reflection papers, the students consistently point to the importance of how experiences from practice with pupils require activity and participation. Providing a close connection to pupils in teaching, gave them a motivation to reflect upon their own skills as teachers.
To understand learning, we must understand the nature of knowledge and vice versa. Kolb (1984/2015) claims there are a growing number who see experiential learning and education as a way to revitalize the university and college curriculum and to cope with many of the changes facing education today.
Method
Expected Outcomes
References
Argyris, C. and Schon, D. 1978. Organizational Learning: A theory of Action Perspective. Reading, Mass.: Addison-Wesley. Creswell, J. 1998. Qualitative Inquiry and Research Design. Choosing Among Five Traditions. Thousand Oaks: Sage Publications. Denzin, N., and Y. Lincoln, eds.1994/2000. Handbook of Qualitative Research. Thousand Oaks: Sage Publications, Inc. Dewey, J. 1916. The Collected Works of John Dewey: Middle Works, Volume 9. Aarhus: Klim 2005. Dewey, J. 1938. Education and Experience. New York: Simon & Schuster. Freire, P. 1974. Pedagogy of the Oppressed. New York: Continuum, pp.58, 62, 75-76. Hargreaves, A. 1994. Changing teachers, changing time. London: Cassell, Villiers House. Hargreaves, A., and D. Shirley. 2012. The fourth way. The Inspiring Future for Educational Change. Oslo: Gyldendal Akademisk. Imsen, G. 2016. Lærerens verden. Innføring i generell didaktikk. Oslo: Universitetsforlaget. Kolb, D.A. 1984. Experiential learning. Experience as the source of learning and development. New Jersey: Prentice-Hall. Kolb, D.A. 2015. Experiential learning. Experience as the Source of Learning and Development. New Jersey: Pearson Education. Krumsvik, R., and R. Säljø, eds. 2013. Praktisk-pedagogisk utdanning. En antologi. Bergen: Fagbokforlaget. Norwegian Ministry for Education and Research. 2006. Læreplanverket for Kunnskapsløftet (LK06) / National Curriculum for Knowledge Promotion. Oslo: Norwegian Ministry for Education and Research. Norwegian Ministry for Education and Research. 2016. Melding til Stortinget 28. Fag – Fordypning – Forståelse. En fornyelse av Kunnskapsløftet A renewal of Knowledge Promotion. Oslo: Norwegian Ministry for Education and Research. Postholm, M.B. eds. 2014. Ledelse og læring i skolen. Oslo: Universitetsforlaget. Postholm, M.B., Haug, P., Munthe, E., Krumsvik, R. eds. 2015. Lærere i skolen som organisasjon. Kristiansand: Cappelen Damm Høyskoleforlaget Reeve, J. 2005. Understanding Motivation and Emotion. Hoboken: Wiley. Skaalvik, E. and Skaalvik, S. 2013. Skolen som læringsarena. Selvoppfatning, motivasjon og læring. Oslo: Universitetsforlaget. Strauss, A., and J. Corbin 1998. Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory. Thousand Oaks: Sage Publications. www.learningfromexperience.com.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.