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Taleworlds of becoming a teacher

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Ola Henricsson
Publicerad i NERA konferens Oslo 8 - 10 maj
Publiceringsår 2018
Publicerad vid Institutionen för didaktik och pedagogisk profession
Språk en
Ämneskategorier Utbildningsvetenskap

Sammanfattning

Taleworlds of becoming a teacher A phenomenological investigation of student teachers’ storytelling about moving experiences from their internship Research topic/aim Teacher education tends to focus merely on the epistemology of teaching (theory of knowing), like acquisition of knowledge and skills, but there is a lack of a perspective on being and becoming a teacher with a focus on ontology (theory of being), where knowledge and skills are embodied and enacted (Dall’Alba, 2009). Following that perspective on becoming a teacher, this study focuses on students’ retelling of anecdotes concerning lived experiences (van Manen, 2014) and because the aspect of the lived body is usually left out in narrative research (Hydén, 2008), the oral narration should also be studied from an intercorporeal perspective (Merleau-Ponty, 1962; Young, 2011; McNeill, 1992). The aim of this phenomenological investigation is to describe what it is like to become a teacher during teacher education through student teachers’ embodied orally narrated lived experiences of events that touched them during their first internship in primary school. Theoretical framework The theoretical framework is that of phenomenology of practice (van Manen, 2014), including narratives as a way of sharing lived experiences (Ochs & Capps, 2001). Methodological design Using a phenomenological perspective on an in-depth analysis of a video recording where the student teachers tell stories about experiences that touched them from their first internship. Expected conclusions/findings A strength of oral storytelling as a way of describing lived experience is firstly, from a intercorporeal perspective, that the storyteller´s lived body is of importance in understanding a pedagogical situation and secondly that the storytelling illuminates the ambiguities in teaching. Relevance to Nordic educational research This study is relevant from the perspective of being and becoming a teacher, because I find that these students´ storytelling is not primarily a way to answer questions about “what to do?” as a teacher. Instead I suggest that their storytelling is rather to be seen as a possible way to explore and raise questions about becoming a teacher from an ontological perspective. References Dall’Alba, G. (2009). Learning Professional Ways of Being: Ambiguities of becoming. Educational Philosophy and Theory, 41(1), 34-45. Hydén, L. (2008). Bodies, embodiment and stories. In Andrews, M., Squire, C. & Tamboukou,M. (red.) Doing narrative research (pp. 126-141). Thousand Oaks, Calif.: Sage. Thousand Oaks, Calif.: Sage. McNeill, D. (1992). Hand and mind: what gestures reveal about thought. Chicago: Univ. of Chicago Press. Merleau-Ponty, M. (1964). The primacy of perception Chicago: Nortwestern University Press Ochs, E & Capps, L. (2001). Living Narrative: Creating Lives in Everyday Storytelling. U.S.A.: Harvard University Press Van Manen, M. (2014). Phenomenology of practise: meaning-given methods in phenomenological research and writing U.S.A: Left Coast Press Young, K. (2011). Gestures, Intercorporeity, and the Fate of Phenomenology in Folklore Journal of American Folklore 124(492):55–87

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