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

2021 ◽  
Vol 41 (4) ◽  
pp. 312-330
Author(s):  
Thomas Iskov ◽  
Niels Tange

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.

Author(s):  
Kitt Lyngsnes

This article presents a reflexive analysis of a collaborative action research project based on the “Nordic tradition” of action research. In this project I, in the role of researcher, worked with a team of four teachers in a Norwegian primary/lower secondary school to develop teaching practice focused on students’ learning. I have retrospectively analysed data from my research diary, meetings and interviews. The article describes how the collaboration and the relationship between the teacher team and the researcher developed, and how this process contributed to the teachers’ professional development. The results shed light on the complexity of teacher- researcher- relationships, and demonstrate the importance of engaging in reflexivity in collaborative action research.


1993 ◽  
Vol 10 (3) ◽  
pp. 197-203 ◽  
Author(s):  
Carol Costley

This article seeks to create further professional debate on the practical, political and historical significance of girls' experience in music education, and to suggest possible ways for change.A secondary schools research project on Music and Gender is outlined and work in one project school where language (especially the words in songs) was the focus is discussed in detail.


2017 ◽  
Vol 18 (6) ◽  
pp. 857-876 ◽  
Author(s):  
Gisela Cebrián

Purpose This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach An action research approach guided by participatory and emancipatory approaches was used. An interdisciplinary group of five academic staff members from different subject areas (education; archaeology; electronics and computer sciences; biology; and health sciences) was created with the aim to support the group’s critical reflection and action towards embedding ESD in their teaching practice. Findings The main outcomes of delivery of sustainability teaching achieved through the project and evidences of the impact of the facilitator role are outlined. The facilitator role has enabled reflection and action, together with the identification of specific needs of academics and the factors influencing their engagement and action. Originality/value This research demonstrates the potential of using action research to rethink current practice in embedding ESD and to lead to new practices and actions of communities of practice. The facilitator role and second-order action research can contribute to better decision-making of sustainability as it questions practice, current assumptions and worldviews.


2015 ◽  
Vol 12 (4) ◽  
pp. 24-37
Author(s):  
Helen Fordham ◽  

This paper explores the experience of a communications educator who instigated an action research project in a third year marketing and public relations cohort, to investigate levels of engagement with higher order critical thinking and behaviours associated with creativity. A qualitative methodology was used to 1) identify the key attributes, skills and behaviours of creativity in learning and working environments; 2) invite students to critically reflect upon and assess their own creative abilities; and 3) analyse the implications of the questionnaire data for students, teaching practice and curriculum design. The action research project exposed divergent views of creativity between the students and the educator and this perception gap offers insight into McCorkle et al’s (2007) conclusion that students’ individual creative abilities are inadequately developed for the workplace.


Author(s):  
Barend KLITSIE ◽  
Rebecca PRICE ◽  
Christine DE LILLE

Companies are organised to fulfil two distinctive functions: efficient and resilient exploitation of current business and parallel exploration of new possibilities. For the latter, companies require strong organisational infrastructure such as team compositions and functional structures to ensure exploration remains effective. This paper explores the potential for designing organisational infrastructure to be part of fourth order subject matter. In particular, it explores how organisational infrastructure could be designed in the context of an exploratory unit, operating in a large heritage airline. This paper leverages insights from a long-term action research project and finds that building trust and shared frames are crucial to designing infrastructure that affords the greater explorative agenda of an organisation.


2021 ◽  
pp. 096973302199079
Author(s):  
Finn Th Hansen ◽  
Lene Bastrup Jørgensen

Three forms of leadership are frequently identified as prerequisites to the re-humanization of the healthcare system: ‘authentic leadership’, ‘mindful leadership’ and ‘ethical leadership’. In different ways and to varying extents, these approaches all focus on person- or human-centred caring. In a phenomenological action research project at a Danish hospital, the nurses experienced and then described how developing a conscious sense of wonder enhanced their ability to hear, to get in resonance with the existential in their meetings with patients and relatives, and to respond ethically. This ability was fostered through so-called Wonder Labs in which the notion of ‘phenomenon-led care’ evolved, which called for ‘slow thinking’ and ‘slow wondrous listening’. For the 10 nurses involved, it proved challenging to find the necessary serenity and space for this slow and wonder-based practice. This article critiques and examines, from a theoretical perspective, the kind of leadership that is needed to encourage this wonder-based approach to nursing, and it suggests a new type of leadership that is itself inspired by wonder and is guided by 10 tangible elements.


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