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Grundskollärares tankar om kompetensutveckling (Compulsory school teachers' thoughts about competence development)

Nilsson, Ingrid LU (2006)
Abstract (Swedish)
Popular Abstract in Swedish

Avhandlingen handlar om lärares tankar om kompetensutveckling med utgångspunkt i intervjuer med olika lärare vid tre tillfällen under 1990-talet. Lärare utvecklar i lärarutbildning allmänna lärarkunskaper, ämneskunskaper och ämnesdidaktiska kunskaper under 3,5 - 5,5 år, beroende på elevernas åldrar och lärarens ämneskombinationer. I yrkesverksamheten deltar lärare i ett livslångt och livsvitt lärande och ska utveckla kompetens att följa med i de förändringar som krävs för att kunna verka i yrkesrollen. Samhällets syn på och intentioner med kompetensutveckling finns i utbildningspolitiska dokument.



För att undersöka lärarnas tankar om kompetensutveckling intervjuades nitton... (More)
Popular Abstract in Swedish

Avhandlingen handlar om lärares tankar om kompetensutveckling med utgångspunkt i intervjuer med olika lärare vid tre tillfällen under 1990-talet. Lärare utvecklar i lärarutbildning allmänna lärarkunskaper, ämneskunskaper och ämnesdidaktiska kunskaper under 3,5 - 5,5 år, beroende på elevernas åldrar och lärarens ämneskombinationer. I yrkesverksamheten deltar lärare i ett livslångt och livsvitt lärande och ska utveckla kompetens att följa med i de förändringar som krävs för att kunna verka i yrkesrollen. Samhällets syn på och intentioner med kompetensutveckling finns i utbildningspolitiska dokument.



För att undersöka lärarnas tankar om kompetensutveckling intervjuades nitton lärare verksamma i grundskolan i en västsvensk kommun. Intervjuerna analyserades genom kontextuell analys och utifrån en kunskapsteoretisk referensram för att visa vad lärare tänker om kompetensutvecklingens relevanta innehåll och användningsområde. Analysen innebar att de olika intervjupersonernas utsagor jämfördes med avseende på likheter och skillnader och grupperades i beskrivningskategorier som ordnades i ett kategorisystem.



Lärarna i undersökningen tycks i sina svar utgå från sitt egna personliga relevanssystem och det finns inte någon synlig generell gemensam yrkeskunskap. Lärarnas olika sätt att tänka om kompetensutveckling överensstämmer till viss del med utbildningspolitiska dokument. I tanken om det livslånga och livsvida lärandet har individen, läraren, stort eget ansvar för utveckling av den egna kompetensen. Det innebär att läraren behöver medvetandegöra sig själv om det egna relevanssystemet och betydelsen av detta för att kunna utveckla de kompetenser som verksamheten kräver. Det är emellertid av stor vikt att sätta in lärares individuella ansvar för kompetensutveckling i ett verksamhetsperspektiv. (Less)
Abstract
The development in society and school activities that have taken place during the past twenty years, form the background to the problem in this thesis. Liberal democratisation in the society as a whole and the global explosion of knowledge have made it necessary for teachers continuously to develop new knowledge.



The over all aim of the thesis concerned the development of knowledge of variations in teachers? thoughts about teachers? competence development through an empirical investigation. One specific aim concerned the development of knowledge of variation in teachers? thoughts about relevant content of competence development. The second specific aim concerned the development of knowledge about variations in teachers?... (More)
The development in society and school activities that have taken place during the past twenty years, form the background to the problem in this thesis. Liberal democratisation in the society as a whole and the global explosion of knowledge have made it necessary for teachers continuously to develop new knowledge.



The over all aim of the thesis concerned the development of knowledge of variations in teachers? thoughts about teachers? competence development through an empirical investigation. One specific aim concerned the development of knowledge of variation in teachers? thoughts about relevant content of competence development. The second specific aim concerned the development of knowledge about variations in teachers? thoughts about teachers? possibilities of relevant use of competence development in the school activity. An analysis, inspired by the method Contextual analysis was used as the methodological starting-point and the theory of knowledge as a theoretical framework. The analysis resulted in a hierarchical system of four categories of description. The first category of description is called Development of integrated general teacher competence, subject knowledge and competences in teaching the subject as a base for better development of the activity in school. This category of description is also the most complex. The second category of description is called Development of general teacher competence, subject knowledge and competences in teaching the subject as a base for better cooperation with colleagues. The third category of description is called Better subject knowledge and competences in teaching the subject as a base for better design of pupils? learning situations. The fourth category of description is called Better knowledge of school subjects as a base for development of teacher's own school teaching.



In the most complex category of description teachers saw an integrated development of general teacher competence, subject knowledge and competences in teaching the subject as a base for better development of the activity in school. In the other three categories of description the teachers did not integrate all the mentioned competences. They explicated a competence development relevant to a more narrow activity in school. Further, the results point to relations between the teachers? thoughts about interpretational relevant content and about area of application, regarding development of competence. The relations involve that if a teacher is making complex statements about the interpretational relevant content, the teacher also is making complex statements about the area of application. The results could be of importance to principals and teachers which ought to develop competence of how to make relevant knowledge of education policy relevant for all teachers in the activity, both as individuals and as a professional collective. At last, the results are indicating that Schutz? system of personal relevance of knowledge, in addition, seems to be a system equivalent to the personal relevance system of competence development, according to the teachers? thoughts of competence development. However, the teachers? thoughts of competence development do not indicate a shared professional ground of teachers? knowledge. (Less)
Please use this url to cite or link to this publication:
author
supervisor
opponent
  • Prof. Alexandersson, Mikael, Göteborgs universitet
organization
publishing date
type
Thesis
publication status
published
subject
keywords
Lärarutbildning, Teacher education, didaktik, competence development, area of application, teachers, relevance, Pedagogik, Pedagogy and didactics
pages
214 pages
publisher
Department of Education, Lund University
defense location
Edens hörsal
defense date
2006-09-27 10:15
ISBN
91-628-6939-6
language
Swedish
LU publication?
yes
id
b8026550-da11-44dc-a0c7-973e564f6215 (old id 25287)
date added to LUP
2007-06-04 09:57:16
date last changed
2016-09-19 08:45:12
@misc{b8026550-da11-44dc-a0c7-973e564f6215,
  abstract     = {The development in society and school activities that have taken place during the past twenty years, form the background to the problem in this thesis. Liberal democratisation in the society as a whole and the global explosion of knowledge have made it necessary for teachers continuously to develop new knowledge.<br/><br>
<br/><br>
The over all aim of the thesis concerned the development of knowledge of variations in teachers? thoughts about teachers? competence development through an empirical investigation. One specific aim concerned the development of knowledge of variation in teachers? thoughts about relevant content of competence development. The second specific aim concerned the development of knowledge about variations in teachers? thoughts about teachers? possibilities of relevant use of competence development in the school activity. An analysis, inspired by the method Contextual analysis was used as the methodological starting-point and the theory of knowledge as a theoretical framework. The analysis resulted in a hierarchical system of four categories of description. The first category of description is called Development of integrated general teacher competence, subject knowledge and competences in teaching the subject as a base for better development of the activity in school. This category of description is also the most complex. The second category of description is called Development of general teacher competence, subject knowledge and competences in teaching the subject as a base for better cooperation with colleagues. The third category of description is called Better subject knowledge and competences in teaching the subject as a base for better design of pupils? learning situations. The fourth category of description is called Better knowledge of school subjects as a base for development of teacher's own school teaching.<br/><br>
<br/><br>
In the most complex category of description teachers saw an integrated development of general teacher competence, subject knowledge and competences in teaching the subject as a base for better development of the activity in school. In the other three categories of description the teachers did not integrate all the mentioned competences. They explicated a competence development relevant to a more narrow activity in school. Further, the results point to relations between the teachers? thoughts about interpretational relevant content and about area of application, regarding development of competence. The relations involve that if a teacher is making complex statements about the interpretational relevant content, the teacher also is making complex statements about the area of application. The results could be of importance to principals and teachers which ought to develop competence of how to make relevant knowledge of education policy relevant for all teachers in the activity, both as individuals and as a professional collective. At last, the results are indicating that Schutz? system of personal relevance of knowledge, in addition, seems to be a system equivalent to the personal relevance system of competence development, according to the teachers? thoughts of competence development. However, the teachers? thoughts of competence development do not indicate a shared professional ground of teachers? knowledge.},
  author       = {Nilsson, Ingrid},
  isbn         = {91-628-6939-6},
  keyword      = {Lärarutbildning,Teacher education,didaktik,competence development,area of application,teachers,relevance,Pedagogik,Pedagogy and didactics},
  language     = {swe},
  pages        = {214},
  publisher    = {ARRAY(0x919c7e0)},
  title        = {Grundskollärares tankar om kompetensutveckling (Compulsory school teachers' thoughts about competence development)},
  year         = {2006},
}