Ramfaktorernas inverkan på (yrkes)lärarutbildares undervisningsarbete
En berättelsestudie inom korta lärarutbildningar vid ett svenskt universitet
DOI:
https://doi.org/10.7577/sjvd.4582Emneord (Nøkkelord):
Lärarutbildare, Yrkeslärarutbildare, Korta lärarutbildningar, Narrativ forskning, RamfaktorerSammendrag
Denna studie handlar om sex lärarutbildares beskrivningar av sin undervisning av (yrkes)ämnesdidaktik på en kort lärarutbildning vid ett universitet i Sverige. Analysen har genomförts kategoriskt utifrån intervjumaterial från två fokusgruppsintervjuer och med ett narrativt förhållningssätt. Centralt i den narrativa ansatsen är grundantagandet att berättelser konstrueras tillsammans med och i relation till andra människor. Det teoretiska förhållningssättet i studien bygger på begreppet ramfaktorer. Vi har antagit Hiims (2010) didaktiska relationsmodell, men använder bara ramfaktorer utifrån hennes modell. Studien försöker besvara forskningsfrågan: Vilka kategorier av undervisningens ramfaktorer framträder ur lärarutbildarnas beskrivningar av deras undervisning? I resultatanalysen framträder fyra kategorier av ramfaktorer och analysen visar att tid, auktoriteter, utvärdering och studentunderlag, aspekter som är relaterade till andra ingående faktorer i Hiims (2010) didaktiska relationsmodell, styr lärarutbildares undervisning. Slutsatsen är att lärarutbildarna försöker skapa möjligheter för sina studenter, som är blivande lärare, att skaffa sig pedagogiska färdigheter i en pågående samhällsutveckling, men detta försök påverkas av ramfaktorer som de själva inte har möjlighet att förändra.
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Opphavsrett 2022 Hamid Asghari, Annelie Andersén
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