Komparativ undersøgelse af læreres - Institut for Uddannelse og ...
Komparativ undersøgelse af læreres - Institut for Uddannelse og ...
Komparativ undersøgelse af læreres - Institut for Uddannelse og ...
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<strong>Komparativ</strong> <strong>undersøgelse</strong> <strong>af</strong> <strong>læreres</strong> tilegnelse <strong>af</strong><br />
specialpædag<strong>og</strong>iske kompetencer gennem uddannelse<br />
I den sidste del <strong>af</strong> interviewet fremgår det endvidere, hvordan praktikken, ud<br />
over at blive analyseret videnskabeligt, <strong>og</strong>så anvendes til at etablere samarbejde<br />
mellem eksperter <strong>og</strong> videnspersoner, som indgår i skolens praksis.<br />
I læreruddannelsen fra Ontario etableres der <strong>og</strong>så relationer mellem prak‐<br />
tikken <strong>og</strong> den teoretiske <strong>og</strong> videnskabelige del <strong>af</strong> læreruddannelsen. Først <strong>og</strong><br />
fremmest møder lærerstuderende både praktikere med erfaring fra skoleområ‐<br />
det <strong>og</strong> <strong>for</strong>skere i løbet <strong>af</strong> læreruddannelsen. Og derudover er der en markant<br />
opmærksomhed på teori‐praksis<strong>for</strong>holdet. Sheila Bennett fra Brock University<br />
<strong>for</strong>mulerer det således:<br />
114<br />
Faculty at these pr<strong>og</strong>rams is researchers with PhDʹs (though many<br />
faculties hire a lot of part time instructors who are usually retired<br />
school board people). Generally the courses are designed by the full<br />
time faculty member and the part time members are part of a team<br />
headed by the faculty member. So the instruction generally is very<br />
consistent. Text books generally blend theory and practice and in‐<br />
struction would also be linked explicitly with theory.<br />
Det betones <strong>af</strong> Sheila Bennett, at kombinationen <strong>af</strong> højtuddannede <strong>for</strong>skere <strong>og</strong><br />
personer med kendskab til praksis skaber rum <strong>for</strong> lærerstuderendes tilegnelse<br />
<strong>af</strong> kompetencer til at kunne både handle i, teoretisk begrunde <strong>og</strong> analysere <strong>og</strong><br />
reflektere over praksis. I det efterfølgende citat udfoldes det, hvordan der på<br />
læreruddannelserne etableres seminarer, hvor der opstår læring <strong>og</strong> kompeten‐<br />
ceudvikling i samspillet mellem teori <strong>og</strong> praksis <strong>og</strong> mellem aktører fra praksis<br />
<strong>og</strong> <strong>for</strong>skere i samspil med studerende:<br />
As mentioned earlier theory and practice are combined in the in‐<br />
struction and materials that the students use. In many pr<strong>og</strong>rams stu‐<br />
dents take a philosophy of education and sometime a sociol<strong>og</strong>y of<br />
education course that are more focused on the theory of educa‐<br />
tion. These themes and theories are linked to practice through things<br />
like seminar activities and cohort groups. Each faculty does things<br />
slightly differently but generally speaking the students who go to<br />
practicum meet with professors on a regular basis with a particular