In addition to presenting the concept of pedagogical rhythm, the article has a dual purpose. In the theoretically informed text, arguments are made partly to claim that the concept of pedagogical rhythm can help us to better understand the prerequisites for teachers’ work and partly to claim that the concept can open up opportunities for a more nuanced criticism of teachers’ work based on the terms of the profession. The discussion is conducted in a pragmatic Dewey tradition, in which the concept of pedagogical rhythm is understood as a consequence of the interaction that takes place in educational settings. The conclusion drawn is that the concept of pedagogical rhythm, if put into use as an analytical tool, can strengthen the ability of teachers and ultimately the teaching profession to take professional responsibility.
Utbildning och lärande. Tidskrift