Change search
ReferencesLink to record
Permanent link

Direct link
Om lärarskapets moraliska dimension: ett perspektiv och en studie av lärarstuderandes nätbaserade seminariesamtal
Örebro University, School of Humanities, Education and Social Sciences, Örebro University, Sweden.
2015 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

In this dissertation, an educational perspective called the moral dimension of teaching is developed. The work includes a theoretically informed discussion from a pragmatist point of view in which the concept of pedagogical rhythm is introduced. The concept captures the need for teachers to regularly shift their intentions and occasionally act in contradictory ways as a consequence of the moral which emerges from interaction in pedagogical situations. Using this perspective, criteria are developed for the characteristics of discussions of the work of teachers, which are desirable in order for students in pre-service teacher education to have opportunities to develop their teachership.

Secondly, the educational perspective as it is conceptualised serves as a theoretical framework for a study of discussions taking place in net-based seminars among students in teacher education. The study consists of 14 recorded seminars in which discussions of the work of teachers are analysed in terms of content and direction for reflection. The result of the analysis is a construction of four different focal points for processes of making judgements: existential, performative, critical and professional. Mainly the performative, and to some extent the critical, focal points appear to be supported by the net-based environment, although potential for the professional focal point is found when available tools in net-based settings are used in deliberate ways.

Finally, based on these four focal points, possible future predispositions among student teachers are deliberated. Student teachers’ future opportunities to develop a moral and epistemological authority are discussed, as well as teachers’ general opportunities to exercise professional responsibility. The conclusion emphasises that a perspective such as the one developed in the dissertation is important, as it creates an understanding for the need to educate student teachers to exercise a form of responsibility that goes beyond being accountable to society.

Place, publisher, year, edition, pages
Örebro: Örebro university , 2015. , 325 p.
Örebro Studies in Education, ISSN 1404-9570 ; 51
Keyword [en]
pragmatism, moral dimension, teaching, teachership, pedagogical rhythm, professional responsibility, judgement, teacher education, net-based seminars
National Category
Research subject
URN: urn:nbn:se:oru:diva-46384ISBN: 978-91-7529-105-5OAI: diva2:866574
Public defence
2015-12-18, Fö6, Högskolan Dalarna, Högskolegatan 2, Falun, 13:00 (Swedish)
Available from: 2015-11-03 Created: 2015-11-03 Last updated: 2015-12-21Bibliographically approved

Open Access in DiVA

Omslag(667 kB)12 downloads
File information
File name COVER01.pdfFile size 667 kBChecksum SHA-512
Type coverMimetype application/pdf
Avhandling(2537 kB)136 downloads
File information
File name FULLTEXT01.pdfFile size 2537 kBChecksum SHA-512
Type fulltextMimetype application/pdf
Spikblad(138 kB)7 downloads
File information
File name SPIKBLAD01.pdfFile size 138 kBChecksum SHA-512
Type spikbladMimetype application/pdf

Search in DiVA

By author/editor
Högberg, Sören
By organisation
School of Humanities, Education and Social Sciences, Örebro University, Sweden

Search outside of DiVA

GoogleGoogle Scholar
Total: 136 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 1096 hits
ReferencesLink to record
Permanent link

Direct link