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Watching oneself teach: Long-term effects of teachers´ reflections on their video recorded teaching
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
(engelsk)Manuskript (preprint) (Annet vitenskapelig)
Abstract [en]

This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead’s concepts of “I” and “me”. In the interviews, it becomes clear that the majority of the teachers in different ways had changed their habits. It is not only a question of new habits but also of the refinement of previous habits. Four categories of changed habits are presented; Shift in the opportunity to speak in favour of the participants; Reduced service orientation; Reduced control and Building relationships.

Emneord [en]
Video; teacher; changed habits; reflection; pragmatic philosophy
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-92092OAI: oai:DiVA.org:liu-92092DiVA, id: diva2:620117
Tilgjengelig fra: 2013-05-07 Laget: 2013-05-07 Sist oppdatert: 2013-05-07bibliografisk kontrollert
Inngår i avhandling
1. Lärares reflektion och professionella utveckling: Med video som verktyg
Åpne denne publikasjonen i ny fane eller vindu >>Lärares reflektion och professionella utveckling: Med video som verktyg
2013 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [sv]

Syftet med denna avhandling är att bidra till förståelsen av hur lärares professionella utveckling kan stödjas. Detta har gjorts genom att undersöka vilka konsekvenserna blir av att lärare ser sig själva på videoinspelningar från sin egen undervisning. Resultaten som presenteras bygger på en longitudinell undersökning. I den första studien deltog lärarstudenter som gick sista terminen på folkhögskollärarprogrammet. De spelade in sin undervisning under den verksamhetsförlagda delen av utbildningen, ”praktiken” på en folkhögskola. Det som eftersöktes var vilka situationer som överraskade lärarstudenterna när de sedan såg sig själva på film. De skrev ner sina reflektioner och resultatet visade att överraskningarna handlade om bristen på lyhördhet i relation till deltagarna. De formulerade också tankar om hur de skulle vilja agera i klassrummet. I den uppföljande studien spelade några av dessa personer, som nu varit verksamma folkhögskollärare i två år efter avslutad utbildning, återigen in en av sina lektioner. Denna gång beskrev lärarna att de på filmen såg att de hade förändrat eller utvecklat sina handlingsvanor till ett mer deltagarorienterat förhållningssätt. De beskrev också att de agerade på ett mer professionellt sätt. Den teori som legat till grund för analysen har sin grund i ett pragmatiskt synsätt på lärande. Från symbolisk interaktionism har begreppen ”I” och ”me” använts, och för att i det här fallet undersöka den professionella aspekten av ”me” har begreppet ”professionalme” prövats.

Abstract [en]

The aim of the thesis is to contribute to the understanding of how teacher’s professional development can be supported. What have been investigated are the consequences that result from teachers watching video recordings from their own teaching. The results presented are based on a longitudinal investigation. In the first study, student teachers from the last semester of the folk high school teacher program participated. They recorded their teaching during the school-based part of the program, the practicum at a folk high school. What were investigated were situations that surprised the student teachers when they saw themselves on the video recording. They wrote down their reflections and the result showed that the surprises were about their lack of responsiveness in relation to the participants. The student teachers also formulated ideas about how they would act in the classroom. In the follow-up study, some of these teachers, who now had been working as graduated folk high school teachers for two years, once again video recorded one of their lessons. This time the teachers described in interviews that they, on the video recording, could see that they had changed or developed their habits to a more participatory approach. They also described that they acted in a more professional manner. The theory underlying the analysis is based on a pragmatic theory of learning. From symbolic interactionism, the concepts of "I" and "me" have been used, and in this case, to examine the professional aspect of "me", the concept of "professional-me" has been used.

sted, utgiver, år, opplag, sider
Linköping: Linköping University Electronic Press, 2013. s. 125
Serie
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 176
Emneord
Lärare, folkhögskollärare, folkhögskola, reflektion, överraskning, professionell utveckling, pragmatism, Teacher, folk high school teacher, folk high school, reflection, surprise, professional development, pragmatism
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-92094 (URN)978-91-7519-611-4 (ISBN)
Disputas
2013-05-31, I:101, Hus I, Campus Valla, Linköpings universitet, Linköping, 13:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2013-05-07 Laget: 2013-05-07 Sist oppdatert: 2014-10-08bibliografisk kontrollert

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