Skjønn som profesjonell kompetanse hos lærerstudenter
Research into teacher education emphasizes theoretical knowledge, reflection and critical thinking. However, many preservice teachers measure the value of theoretical knowledge by its potential for practical implementation, orienting themselves towards a more technical professional practice. This is consistent with a growing instrumental tendency within the educational system, a development which is worrying. This article focuses on those skills which preservice teachers in their final year anticipate will be important when they enter the profession. It is based on focus group interviews, and the participants’ discourse suggested good judgement to be an important skill. During educational practice, the preservice teachers must make decisions in situations where the solutions are not clear. The findings show that theoretical knowledge is the foundation for the judgment necessary to solve ethical problems. The school guidelines express contradictory expectations of teachers, such as those related to pupils’ measurable results. The preservice teachers’ conversations reflect a dilemma between expectation and opportunity within these guidelines, where the teachers’ judgement becomes a means of clearing the way for children’s learning and formation. As a foundation for our analysis, we use theory on judgement, as well as Aristotle’s conceptualisation of knowledge.