En vandring gennem dannelsens korridor: - en undersøgelse af digital dannelsesforståelse hos professionsundervisere på læreruddannelsen

Research output: ThesisCandidatusCommunication

Abstract

This thesis examines how lecturers at Læreruddannelsen på Fyn, University College Lillebælt, experience and comprehend digital technologies and Bildung and how this comprehension influences the lecturers’ didactical approach and planning of the lessons. The thesis is based on a former study and examination of lecturers at University College Lillebælt, which ensued evocative results and new knowledge. In partnership with University College Lillebælt this thesis is grounded in an empirical qualitative case study which has its scientific theoretical starting point in a phenomenological-hermeneutical approach. The empirical examination and analysis comprises four individual qualitative interviews with lecturers at Læreruddannelsen på Fyn, two focus group interviews with students from the second and the third year, and two observations of the lessons of two lecturers. The theoretical framework of the thesis is Anglo-Saxon Ronald Barnett (1997, 2005 and 2007) and continental Wolfgang Klafki´s (1983, 2001 and 2004) theories about Bildung and didactics at higher education and Selwyn´s (2011 and 2014), Hasse & Brok's (2015) and Matt Bower´s (2008) theories about the understanding of digital technologies.
The conclusion of this thesis “A walk through the corridor of Bildung” draws the attention
to a connection between technological understanding, understanding of Bildung and didactical understanding and Bildung: 1. The categorical didactics of Bildung creates lessons with digital technologies of functional character which primarily has the objective to get the students to approach the content of the lessons in a discussing and critical way. This didactics does not explicitly prioritize that the students also act critically in regards to the method and the context in which the lessons are taught, cf. the dual opening
2. This existential understanding of Bildung prioritizes on the opposite highly, that the students reflect critically in regards to both content and method, and puts these two in the context that they are a part of and acts based up on that. This didactic call on a meta comprehension of technologies, which encompasses consideration to the concept of affordance and acknowledges that method and content are coherent.
Original languageDanish
Publication statusPublished - Feb 2017

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