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Trepartssamtal med digitala observationsunderlag – en framgångsfaktor för lärarstudenters deltagande och resonemang
Halmstad University, School of Education, Humanities and Social Science.ORCID iD: 0000-0002-2953-8686
Halmstad University, School of Education, Humanities and Social Science.ORCID iD: 0000-0002-9293-0445
Göteborgs universitet, Göteborg, Sverige.
Halmstad University, School of Education, Humanities and Social Science.
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2023 (Swedish)In: Nordvei: Nordisk tidsskrift i veiledningspedagogikk, E-ISSN 2535-3047, Vol. 8, no 1, p. 1-15Article in journal (Refereed) Published
Abstract [sv]

Syftet med studien var att generera kunskap om digitala trepartssamtal för utveckling av lärarstudenters praktiska yrkeskunnande. Vi har undersökt vad som kännetecknar lärarstudenters resonemang om sin undervisning i trepartssamtal. Studien genomfördes under studenters sista period av verksamhetsförlagd utbildning där ett nytt distanskoncept för trepartssamtal prövades. Analysen av 16 samtal, vilka baserades på digitala observationsunderlag, visar att merparten av deltagarna hade granskat och reflekterat över underlagen, att studenten fick stort talutrymme och att några av egen kraft förde utvecklade resonemang om sin undervisning. Tre teman kunde urskiljas: studenter motiverar sina didaktiska val, studenter ger olika handlingsalternativ och studenter identifierar konsekvenser för eleverna. Vi konstaterar att det finns ett samband mellan kvaliteten i studenters resonemang över sin undervisning, delade observationsunderlag samt utrymme i tid mellan observation och handledning. Det implicerar att de flesta observationsunderlag innehöll tillräcklig god kvalitet för att kunna resonera över undervisning som legitima deltagare.

Abstract [en]

The purpose of this study was to generate knowledge about digital triadic conversations for the development of student teachers’ practical professional skills. The study was conducted in a distance context for triadic supervision during the final practicum period for student teachers. The analysis of 16 conversations showed that most students had processed the observation documentation, that the students became legitimate participants in the conversations and was given a considerable time to speak. Three themes were identified: students justified their teaching choices, they provided different courses of action, and they identified consequences for their pupils. We found a relation betweenquality in conversations, digital documentation in observation and time for preparation before the triadic supervision. The results implicate that the level of quality in documentation was good enough for reflection on teaching and for students’ legitimate participation.

Place, publisher, year, edition, pages
Bergen: University of Bergen, 2023. Vol. 8, no 1, p. 1-15
Keywords [en]
Chained reasoning, digital supervision, legitimate participation, preparation time, practicum
Keywords [sv]
Digitala samtal, förberedelsetid, handledning, kedjade resonemang, legitima deltagare, verksamhetsförlagd utbildning
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hh:diva-50266DOI: 10.15845/ntvp.v8i1.3703OAI: oai:DiVA.org:hh-50266DiVA, id: diva2:1748042
Available from: 2023-03-31 Created: 2023-03-31 Last updated: 2023-04-03Bibliographically approved

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Wennergren, Ann-ChristineNehez, Jaana

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CiteExportLink to record
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