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Teacher and teacher student, reflecting upon practice
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Forskning om utbildning och lärande inom lärarutbildningen (FULL).
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Forskning om utbildning och lärande inom lärarutbildningen (FULL).
2012 (Engelska)Konferensbidrag, Publicerat paper (Övrigt vetenskapligt)
Abstract [en]

This paper is about a project with the purpose to investigate how theory and practice are interplaying, in observations about how modes are used in teacher students’ lessons and how modes are reflected upon during the supervision with the pre- service teacher. Mode is defined as systematically grounded in culture and society with semiotic resources as media for representation in meaning making communication, according to Kress, Jewitt, Ogborn and Tsatsarilis (2001). The multimodal perspective for teacher students means that there are different areas of knowledge as modes and ways of expressions, mentioned in  Jewitt, (2009:14) regarding written language, talking, gestures, sound, music, images and how the different modes are combined  for meaning making. Besides, research in educational sciences shows that teacher students and pre- service teachers are not using knowledge taught in teacher education (Britzman 2003, Ewald, 2006). Because of the multimodal perspective as relatively new knowledge in teacher education courses it is relevant to study teacher students’   teaching and reflections. The methods used are video recorded observations of teacher students’ lessons and documentation of teacher students’ reflections together with the pre- service teacher. The analysis of the video recorded lessons regarding modes and reflections showed that different modes were used and in two cases in a multimodal perspective. The modes used were spoken language, images and written language. The results of the analysis of how modes were reflected upon varied and in one observation in a class two the pupils’ behavior were lifted forward more than reflections about mathematics.  In another video documented lesson regarding physics in year five the focus in the reflections was mostly physics and less behavior. The teacher student used different modes and semiotic resources for representation and  reflected  upon how to connect the  resources in a better way. However, multimodality  as concept  was treated like tacit knowledge (Polanyi, 1998/1962).

Ort, förlag, år, upplaga, sidor
2012.
Nationell ämneskategori
Didaktik
Identifikatorer
URN: urn:nbn:se:hh:diva-20251OAI: oai:DiVA.org:hh-20251DiVA, id: diva2:581100
Konferens
6th International Conference on Multimodality (6-ICOM), Institute of Education, London, United Kingdom, 22-24 August, 2012
Tillgänglig från: 2012-12-28 Skapad: 2012-12-28 Senast uppdaterad: 2018-03-22Bibliografiskt granskad

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Nilsson, IngridHansson, Eva

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