'Sociability before individuality'. Lesson structure in lower secondary classrooms.

Autor/inn/en	Willbergh, Ilmi; Aasebø, Turid Skarre
Titel	'Sociability before individuality'. Lesson structure in lower secondary classrooms.
Quelle	In: Journal of curriculum studies, 51 (2019) 3, S. 293-305Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2018.1558458
Schlagwörter	Bildungstheorie; Unterrichtsprozess
Abstract	This paper contributes to the research field of classroom research by offering an empirical analysis of classroom instruction on the level of lesson structure. The research questions are: What are the typical combinations of instructional activities in the lessons of eight teachers in four Norwegian Secondary schools? And how can the content-treatment of these structures be explained considering relevant pedagogical traditions? The method of the study is qualitative non-participatory observation in four Norwegian Secondary schools, with a total dataset of 79 lessons. We found that the most typical combination of instructional activities in the data was the plenary conversation-seatwork-structure. When the content-treatment was analyzed, an 'expository-practice'-structure was revealed. This lesson structure is explained by the influence of progressive-constructivist pedagogical theories in Scandinavia, foremost Bildung-centred general didactics and Vygotsky-inspired socio-cultural theory. From the perspective of the hidden curriculum, we call this discourse 'sociability before individuality'.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2019/3