'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.293-305 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2018.1558458
Schlagwörter	Foreign Countries; Secondary Education; Class Activities; Secondary School Teachers; Teaching Methods; Conventional Instruction; Hidden Curriculum; Norway + Suchen Sie Ihr Suchwort? Ausland; Sekundarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Heimlicher Lehrplan; Norwegen
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'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01