Muligheter og begrensninger for studenters læring i praksisopplæring – eksempel fra en førveiledningsdialog i matematikk
Raymond Bjuland, Arne Jakobsen og Elaine Munthe
Denne artikkelen presenterer resultater fra en førveiledningsdialog mellom en grunnskolelærerstudent og hennes praksislærer fra en ordinær fjerde semesters praksisopplæringsperiode. Ved hjelp av en dialogisk tilnærming forsøker analysen å identifisere dialogsekvenser som inneholder ytringer som er støttende eller begrensende med tanke på å hjelpe studenten til å rette oppmerksomheten mot elevers læring av likeverdige brøker på 7. trinn. Inspirert av perspektiver som fremmer et positivt læringsmiljø i klasserommet (Bransford, Brown & Cocking, 2000) blir ytringer innenfor en dialogsekvens kategoriserte som elevsentrerte, kunnskapssentrerte og vurderingssentrerte med tanke på å planlegge en undervisningsøkt. Dette danner et grunnlag for å diskutere styrker og svakheter ved førveiledningsdialogen.
This article presents results from analyses of a mentoring session between a student teacher and her mentor teacher which took place prior to instruction during a fourth semester field practice placement. Using a dialogic approach, the analyses identify utterances that are perceived as supportive or constraining in relation to enabling the student to direct attention towards pupils’ learning about fractions in grade 7. Bransford mfl.’s (2000) approaches to learning have inspired the development of analytical categories to assess the degree of learner centered, knowledge centered and assessment centered utterances, and thus to discuss strengths and weaknesses in the mentoring session.
Raymond Bjuland is Professor of Mathematics Education at the Univer- sity of Stavanger (UiS), Norway. He is the leader of the research project: Teachers as Students at the Department of Education and Sports Science, University of Stavanger. His interests are related to students’ collaborative problem solving in small groups, the use of gestures in teacher-student dialogues, classroom research and mathematical knowledge for teaching.
Arne Jakobsen is Associate Professor of Mathematics at the University of Stavanger, Norway. He has experience from several international research projects in Mathematics Education, and is the leader of the NORHED project “Improving quality and capacity of mathematics teacher education in Malawi”. His interests are mathematics, mathematical knowledge for teaching, and quantitative studies in mathematics education.
Elaine Munthe is Professor of Education and Dean of the Faculty of Education & Arts, University of Stavanger (UiS), Norway. She is Chair of a national panel appointed by the Ministry of Education and Research to follow up the teacher education reform which started in 2010, and is also Chair of the board of a funding program for educational research administered by the Norwegian Research Board. She has led several research projects investigating classroom practices and teachers’ professional work.