Teachers' Conceptions of Improvisation in Teaching: Inherent Human Quality or a Professional Teaching Skill?

Autor/inn/en	Maeland, Kjellfrid; Espeland, Magne
Titel	Teachers' Conceptions of Improvisation in Teaching: Inherent Human Quality or a Professional Teaching Skill?
Quelle	In: Education Inquiry, 8 (2017) 3, S.192-208 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Espeland, Magne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2017.1293314
Schlagwörter	Creative Teaching; Creative Activities; Teacher Attitudes; Case Studies; Instructional Design; Teaching Methods; Accountability; Professional Autonomy; Teacher Education; Knowledge Base for Teaching; Teaching Skills; Teacher Role; Graduate Students; Masters Programs; Foreign Countries; Context Effect; Teacher Student Relationship; Norway + Suchen Sie Ihr Suchwort? Creative thinking; Teaching; Kreatives Denken; Unterricht; Lehrerverhalten; Case study; Fallstudie; Case Study; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung; Berufsfreiheit; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerrolle; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Norwegen
Abstract	This article is based on a qualitative case study of teachers' conceptions of improvisation in teaching. Empirical data are master student teachers' texts (transcripts, reflections) based on observations and interviews of practising teachers. The texts were analysed in an abductive process. We can identify four specific characteristics of how improvisation in teaching is conceived; improvisation of design, improvisation in communication, and improvisation dependent on repertoire and context. However, teachers experience severe challenges in their improvisational practices, e.g. with regard to their knowledge base, the accountability agenda and teacher autonomy. Therefore, we argue that improvisation should be part of teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01