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Om lärarskapets moraliska dimension: ett perspektiv och en studie av lärarstuderandes nätbaserade seminariesamtal
Dalarna University, School of Education, Health and Social Studies, Education. Örebro universitet. (Teknikburna kunskapsprocesser)
2015 (Swedish)Doctoral thesis, monograph (Other academic)
Resource type
Text
Abstract [en]

In this dissertation, an educational perspective called the moral dimension of teaching is developed. The work includes a theoretically informed discussion from a pragmatist point of view in which the concept of pedagogical rhythm is introduced. The concept captures the need for teachers to regularly shift their intentions and occasionally act in contradictory ways as a consequence of the moral which emerges from interaction in pedagogical situations. Using this perspective, criteria are developed for the characteristics of discussions of the work of teachers, which are desirable in order for students in pre-service teacher education to have opportunities to develop their teachership.

Secondly, the educational perspective as it is conceptualised serves as a theoretical framework for a study of discussions taking place in net-based seminars among students in teacher education. The study consists of 14 recorded seminars in which discussions of the work of teachers are analysed in terms of content and direction for reflection. The result of the analysis is a construction of four different focal points for processes of making judgements: existential, performative, critical and professional. Mainly the performative, and to some extent the critical, focal points appear to be supported by the net-based environment, although potential for the professional focal point is found when available tools in net-based settings are used in deliberate ways.

Finally, based on these four focal points, possible future predispositions among student teachers are deliberated. Student teachers’ future opportunities to develop a moral and epistemological authority are discussed, as well as teachers’ general opportunities to exercise professional responsibility. The conclusion emphasises that a perspective such as the one developed in the dissertation is important, as it creates an understanding for the need to educate student teachers to exercise a form of responsibility that goes beyond being accountable to society.

Place, publisher, year, edition, pages
Örebro: Örebro university , 2015. , 325 p.
Series
Örebro Studies in Education, ISSN 1404-9570 ; 51
Keyword [en]
pragmatism, moral dimension, teaching, teachership, pedagogical rhythm, professional responsibility, judgement, teacher education, net-based seminars
Keyword [sv]
pragmatism, moralisk dimension, undervisning, lärarskap, pedagogisk rytm, professionellt ansvar, omdömesbildning, lärarutbildning, nätbaserade seminarier
National Category
Pedagogy
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-20596ISBN: 978-91-7529-105-5 (print)OAI: oai:DiVA.org:du-20596DiVA: diva2:890608
Public defence
2015-12-18, Fö6, Högskolan Dalarna, Högskolegatan 2, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2016-01-04 Created: 2016-01-04 Last updated: 2017-03-15Bibliographically approved

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fulltext(2537 kB)485 downloads
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf