Institutional Traditions in Teachers' Manners of Teaching

Autor/inn/en	Lundqvist, Eva; Almqvist, Jonas; Ostman, Leif
Titel	Institutional Traditions in Teachers' Manners of Teaching
Quelle	In: Cultural Studies of Science Education, 7 (2012) 1, S.111-127 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-011-9375-x
Schlagwörter	Video Technology; Educational Theories; Educational Philosophy; Foreign Countries; Science Education; Case Studies; Teaching Methods; Epistemology; Comparative Analysis; Compulsory Education; Sweden + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Naturwissenschaftliche Bildung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Schulpflicht; Schweden
Abstract	The aim of this article is to make a close case study of one teacher's teaching in relation to established traditions within science education in Sweden. The teacher's manner of teaching is analysed with the help of an epistemological move analysis. The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area called "Properties of materials". The results show that the teacher makes a number of different moves with regard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, but with methodological aspects. The function of the moves turns the students' attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teacher's manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition--a selective tradition common in science education in Sweden between 1960 and 1990. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10