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

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 a...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Thomas Iskov, Niels Tange
Formato:	article
Lenguaje:	EN
Publicado:	Cappelen Damm Akademisk NOASP 2021
Materias:	formation in school pedagogy practice-theory bildung Education (General) L7-991
Acceso en línea:	https://doaj.org/article/9e9e65f0d5f1410fbd2d02818a7eea69
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:9e9e65f0d5f1410fbd2d02818a7eea69
record_format	dspace
spelling	oai:doaj.org-article:9e9e65f0d5f1410fbd2d02818a7eea692021-12-02T07:39:59ZDannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik1891-594910.23865/nse.v41.2723https://doaj.org/article/9e9e65f0d5f1410fbd2d02818a7eea692021-12-01T00:00:00Zhttps://noredstudies.org/index.php/nse/article/view/2723/5929https://doaj.org/toc/1891-5949In 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.Thomas IskovNiels TangeCappelen Damm Akademisk NOASParticleformation in schoolpedagogypractice-theorybildungEducation (General)L7-991ENNordic Studies in Education, Vol 41, Iss 4, Pp 312-330 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	formation in school pedagogy practice-theory bildung Education (General) L7-991
spellingShingle	formation in school pedagogy practice-theory bildung Education (General) L7-991 Thomas Iskov Niels Tange Dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik
description	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.
format	article
author	Thomas Iskov Niels Tange
author_facet	Thomas Iskov Niels Tange
author_sort	Thomas Iskov
title	Dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik
title_short	Dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik
title_full	Dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik
title_fullStr	Dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik
title_full_unstemmed	Dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik
title_sort	dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik
publisher	Cappelen Damm Akademisk NOASP
publishDate	2021
url	https://doaj.org/article/9e9e65f0d5f1410fbd2d02818a7eea69
work_keys_str_mv	AT thomasiskov dannelseipædagogiskpraksisomdenpraktiskenødvendighedoganvendelighedafetsensibiliserendesprogogenikkeforudsigendedidaktik AT nielstange dannelseipædagogiskpraksisomdenpraktiskenødvendighedoganvendelighedafetsensibiliserendesprogogenikkeforudsigendedidaktik
_version_	1718399298030272512

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

Ejemplares similares