Design for transfer som situeret parathed

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review

Abstract

This paper focuses on student teachers and their knowledge transfer. It reports on a design experiment utilizing design-based research methodology. It takes its outset in a combination of a practice problem and a research question, investigated through the design experiment. The Practice Problem was:

How can a teacher education program improve facilitation of student teachers’ development of theoretically founded practical skills within the subject discipline of first language teaching?

The theoretical outset for the study is a sociocultural understanding of knowledge as situated and context dependent and socially mediated in practice. Transfer is accordingly conceptualized as transformation of “acts of knowing”.

The design experiment was undertaken in a first language course at a Teacher Education Program (TEP) in Denmark. Student teachers were required to teach parts of their own course curriculum at a local primary school. This allowed the investigation of the Research Question:

What knowledge is transferred between the TEP course and the primary school class and how is it transformed and resituated?

Methods used were: observation, video recording, interviews, content analysis of assignments. Findings are: student teachers transfer propositional knowledge of curricular content, but often transform and resituate this knowledge through adapting academic terminology, visualizations, and examples. They also transfer activities and practical skills in conducting them. This involves transforming and resituating patterns of participation. A major challenge is the lack (in both settings) of explicit articulation of the differences between the settings as a way to stimulate student awareness of situational demands.
Bidragets oversatte titelDesign for transfer som situeret parathed
OriginalsprogEngelsk
Publikationsdato2019
StatusUdgivet - 2019
BegivenhedThe European Association for Research on Learning and Instruction 2019: Thinking Tomorrow's Education - C.A.R.L. Claßenstraße, Aachen, Tyskland
Varighed: 12 aug. 201916 aug. 2019
Konferencens nummer: 18
https://www.earli.org/EARLI2019

Konference

KonferenceThe European Association for Research on Learning and Instruction 2019
Nummer18
LokationC.A.R.L. Claßenstraße
LandTyskland
ByAachen
Periode12/08/1916/08/19
Internetadresse

Emneord

  • Læring, pædagogik og undervisning

Citationsformater

Hachmann, R. (2019). Designing for Transfer as Situated Readiness. Afhandling præsenteret på The European Association for Research on Learning and Instruction 2019, Aachen, Tyskland.