Dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik

Publikation: Bidrag til tidsskriftTidsskriftsartikelForskningpeer review

278 Downloads (Pure)

Abstract

In regards of teaching in lower and secondary schools the article pursues an empirical answer to how it is possible to talk about and accommodate pupils formation without defining, predicting and instrumentalizing the teaching practice. An action research project combined with practice-theoretical analyzes of teachers approach to formation shows, that language and concepts about formation must be open and sensitizing. Furthermore it is shown that teaching should be intentional but not causal, which underlines that teaching is experimental also in terms of planning and development. Finally a model is presented, which seeks to clarify important characteristics of what is described as a pedagogical reconsideration, that formation-oriented teaching must rely on.
OriginalsprogDansk
Artikelnummer4
TidsskriftNordic Studies in Education
Vol/bind41
Udgave nummer4
Sider (fra-til)312-330
Antal sider19
ISSN1891-5914
DOI
StatusUdgivet - 1 dec. 2021

Emneord

  • Læring, pædagogik og undervisning
  • dannelse
  • dannelsesdidaktik
  • praksisteori
  • pædagogisk praksis

Citationsformater