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Didaktik för reflektion: Folkhögskollärares beskrivningar av hur de iscensätter deltagares reflektion
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
2014 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
Teaching for Reflection : Folk High School Teachers’ Descriptions of How They Facilitate Their Students’ Reflection (English)
Abstract [sv]

I ett flertal teorier inom fältet vuxnas lärande, liksom i dokument i specifika skolformer inom svensk vuxenutbildning, ges begreppet reflektion en frontposition i relation till lärande. Begreppet är dock problematiskt i att det har flera olika innebörder som inte nödvändigtvis harmonierar med varandra. Vidare saknar skolformer i utbildningssystemet didaktiska riktlinjer för utformningen av undervisning. Ett spänningsfält kan skönjas här, mellan å ena sidan explicita krav på reflektion i dokument med bäring på specifika skolformers verksamhet, och å andra sidan teoretisk och didaktisk oklarhet kring begreppet reflektion.

    Syftet med uppsatsen är att identifiera folkhögskollärares beskrivningar av hur de utformar undervisning för deltagares reflektion. Den kvalitativa metodansatsen är tematisk analys och det empiriska datamaterialet består av intervjuer med sex folkhögskollärare.

    Resultaten av analysen gestaltas i fem övergripande teman av beskrivningar: samtal utformas som perspektivvidgning och återkoppling både i det fysiska och virtuella klassrummet; skrivande utformas via chatt eller för hand genom dikt- och brevskrivande eller som textframställningar i linje med olika skrivgenrer. Dessutom som formuleringar i punkt- eller verbform, som skrivstafett eller som reflektion utifrån givna frågor och uppgifter; frågor utformas dels med öppna frågor som inleds med Vad, Hur, Varför, Vilka och Var och dels som ja/nej-frågor; samspel utformas i helgrupp, i smågrupper eller enskilt med läraren; intryck utformas med textbaserade och visuellt baserade material, auditivt och audiovisuellt material, dofter och gemensamma upplevelser.

Abstract [en]

In several theories within the field of Adult learning, as well as in specific documents in Swedish Adult education, reflection is given a front position in relation to students’ learning. However, the concept of reflection is problematic in that it has various meanings that do not necessarily harmonize. Furthermore, school forms in the educational system lack guidelines for the design of teaching. A conflict can be discerned here. A conflict between, on the one hand, explicit demands on reflection in documents relevant to specific school forms, and, on the other hand, a lack of clarity concerning the theory and design of reflection in teaching.

The aim of this paper is to identify Folk High School teachers’ descriptions of how they design teaching to facilitate their students’ reflection. The qualitative method is thematic analysis and the empirical material consists of interviews with six Folk High School teachers.

The results of the analysis are illustrated in five overall themes of descriptions; discussion is designed as broadening of perspectives and feedback in the virtual, as well as physical class room; writing is designed as online chat or by hand, with poetry and letter writing or as texts of various genres. In addition/moreover, as expressions in point- or verb form, as “writing relay” or as reflection based on given questions or assignments; questions are partly designed open-ended, beginning with What, How, Why, Who, and Where, and partly as yes-no questions; interaction is designed plenary, in small groups, or individually with the teacher; impressions are designed with text-based and visually-based materials, auditory and audiovisual materials, fragrances, and shared experiences.

Place, publisher, year, edition, pages
2014. , 41 p.
Keyword [en]
Teaching, reflection, students, Folk High School, Folk High School teacher, thematic analysis
Keyword [sv]
Didaktik, undervisning, reflektion, deltagare, folkhögskola, folkhögskollärare, tematisk analys
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-107537ISRN: LiU-IBL/Pedvux-G-14/002OAI: oai:DiVA.org:liu-107537DiVA: diva2:781483
Subject / course
Pedagogical Science
Presentation
2014-05-26, 10:30 (Swedish)
Supervisors
Examiners
Available from: 2015-02-03 Created: 2014-06-14 Last updated: 2015-02-03Bibliographically approved

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