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How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9519-591X
2015 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 4, no 3, p. 274-287Article in journal (Refereed) Published
Abstract [en]

Purpose– The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using Variation Theory as a tool in the process?Design/methodology/approach– The analysis is based on data from the research process in a Learning Study. The data consists of meeting notes of ten research meetings, field notes of the research meetings and from the enactment of the lessons, video recordings of the lessons and reflective notes after and between the meetings. The analysis is qualitative and the findings are described in themes.Findings– Teachers’ practice knowledge was used and challenged in different ways in the process. This is described in five themes. Teachers’ practice knowledge was visible in the process since it enabled relevant questions to be addressed and subtle signals from students to be taken into account. It also ensured that the activities used were suitable for the students. The theory provided a focus on the object of learning and a language to talk about teaching and learning. It also challenged teachers’ assumptions about teaching and learning and allowed them to be discussed.Originality/value– The paper addresses both teachers’ practice knowledge and Variation Theory in relation to a Learning Study. It focusses on how practice knowledge of teachers can be used and challenged in the same process. The perspective is from the inside, from a teacher researcher’s point of view.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2015. Vol. 4, no 3, p. 274-287
Keywords [en]
Teaching, Tacit knowledge, Variation Theory, Learning study, Practice knowledge
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-139951DOI: 10.1108/IJLLS-08-2014-0030Scopus ID: 2-s2.0-84958948456OAI: oai:DiVA.org:liu-139951DiVA, id: diva2:1135127
Available from: 2017-08-22 Created: 2017-08-22 Last updated: 2018-07-26Bibliographically approved
In thesis
1. Berättelseskrivande i skolan: Att studera, beskriva och utveckla ett kunnande
Open this publication in new window or tab >>Berättelseskrivande i skolan: Att studera, beskriva och utveckla ett kunnande
2018 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Story-Writing in school : To study, describe and develop a knowing
Abstract [sv]

Syftet med avhandlingen är att bidra med kunskap om hur kunnandet att skriva berättelser kan bli undervisningsbart. Detta belyses ur två infallsvinklar, svenskdidaktiskt och metodologiskt. Avhandlingens empiriska underlag består av elevintervjuer, filmade lektioner, elevtexter, fältanteckningar, mötesprotokoll och reflektionsanteckningar som samlades in under genomförandet av en Learning study om berättelseskrivande i årskurs 3 och 4. I en Learning study undersöker en forskargrupp, med forskande lärare, iterativt hur undervisningen kan läggas upp för att eleverna ska utveckla ett avsett kunnande.

Med hjälp av narratologi, fenomenografi och variationsteori analyserades elevers kunnande, elevers lärande och undervisningen. Resultatet visar att när kunnandet att skriva berättelser ska göras undervisningsbart, behöver eleverna få möjlighet att urskilja (a) vad ett läsarperspektiv innebär samt (b) hur berättelsers struktur kan byggas upp med problem och lösning. Dessa båda aspekter specificeras i några andra aspekter, till exempel det utrymme olika delar i berättelsen får samt övergångarna mellan berättelsens ingående delar. I den här avhandlingen analyseras också hur lärares erfarenhetsbaserade kunskap samverkar med variationsteori i en Learning study, med utgångspunkt i Polanyis begrepp tyst kunskap och teoretiska resonemang om hur erfarenhet påverkar hantering, tolkning och bedömning av yrkesspecifika situationer. Resultatet visar att när lärares erfarenhet och variationsteorin kombineras i en iterativ modell finns förutsättningar för en kunskapsgenererande forskningsprocess. Lärarnas erfarenhetsbaserade kunskap påverkar valet av forskningsområde och gör att fokus riktas mot relevanta delar i analysprocessen. Variationsteorin bidrar med teoretiska redskap i analysen och leder till att lärandeobjektets innebörd och synliggörande är i fokus i hela processen.

Abstract [en]

The purpose of this thesis is to add knowledge about how the knowing of storywriting can be made teachable. This question will be addressed from two points of view: a subject-knowledge perspective and a methodological perspective. The data consists of student interviews, student stories, video-recorded lessons, field notes, meeting minutes and reflective notes collected during a Learning Study about story-writing with 9- and 10-year-old students. In a Learning Study a research group, made up of teacher researchers, investigated iteratively how the teaching can help students to develop a particular knowing. Students’ knowing, students’ learning and the instruction was analyzed using narratology, phenomenography and Variation Theory. The results show that in order to make the knowing of storywriting teachable, students need to be able to discern two main aspects: (a) seeing the story from the reader’s perspective and (b) discerning that a story is built up by problems and solutions. These two aspects consist of some other aspects, such as duration and connections between different parts of the story. The methodological issue is addressed by analyzing how teachers’ practice-based knowledge interacts with Variation Theory in a Learning Study. Polanyi’s concept of ”tacit knowledge” and other theoretical concepts of practice-based knowledge were used in the analysis. The results show that combining teachers’ experiences and Variation Theory in an iterative research model creates good conditions for a knowledge-generating process. Teachers’ practice-based knowledge affects the choice of research questions, and puts the focus on relevant parts of the data. Variation Theory brings theoretical tools to the analysis, and ensures there is a focus on the object of learning throughout the process.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018. p. 82
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 208
Keywords
Learning Study, practice-based research, story-writing, Variation Theory, writing instruction, Berättelseskrivande, Learning study, praktiknära forskning, skrivundervisning, svenskdidaktik, variationsteori
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-149806 (URN)10.3384/diss.diva-149806 (DOI)9789176852583 (ISBN)
Public defence
2018-08-31, I:101, I-huset, Campus Valla, Linköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2018-07-26 Created: 2018-07-26 Last updated: 2018-08-01Bibliographically approved

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