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Generating knowledge in a Learning Study: from the perspective of a teacher researcher
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9519-591X
2017 (English)In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 25, no 1, p. 140-154Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to discuss and describe how a clinical research method can be used to generate knowledge about teaching and learning. This will be addressed from a teacher researcher’s perspective, taking a conducted Learning Study as the departure. Learning Study is an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning. The actual study was conducted by a teacher researcher leading a teacher research team in a study about story-writing in primary school. The research process and the results are discussed using four areas that are described as dichotomies by Labaree (Labaree, D.F. 2003. “The Peculiar Problems of Preparing Educational Researchers.” Educational Researcher 32 (4): 13–22). Labaree states that teacher researchers need to go from being normative, experimental, personal and particular to being analytical, theoretical, intellectual and universal. By using examples from the Learning Study, I argue that these areas do not have to be seen as dichotomies; instead they can be combined and intertwined. Thus, in a Learning Study, elements from both the teaching practice and the academic practice matter, thus enhancing the possibility that results are useful for practitioners.

Place, publisher, year, edition, pages
Routledge, 2017. Vol. 25, no 1, p. 140-154
Keywords [en]
Learning Study, teacher research, clinical research, Variation Theory, writing instruction
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-139952DOI: 10.1080/09650792.2016.1141108ISI: 000395153700011Scopus ID: 2-s2.0-85011932347OAI: oai:DiVA.org:liu-139952DiVA, id: diva2:1135133
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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The full text will be freely available from 2018-10-08 16:26
Available from 2018-10-08 16:26

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