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Distribution: Luleå tekniska universitet Institutionen för pedagogik och lärande 971 87 Luleå Tel: 0920-49 10 00 Fax: 0920- 49 18 90 Elektroniskt publicerad på http://epubl.ltu.se Ann-Christine Wennergren Dialogkompetens i skolans vardag: en aktionsforskningsstudie i hörselklassmiljö ISSN: 1402-1544 ISRN: LTU-DT--07/34--SE © Ann-Christine Wennergren 2007 Omslagsbild: Bearbetning Jonas Hansson Form på omslaget: Gunnar Tuisku Tryck: Universitetstryckeriet, Luleå tekniska universitet, augusti 2007
ABSTRACT Wennergren, Ann-Christine (2007). Dialogue competence in school: An action research study in learning environments for hard-of-hearing pupils. Luleå University of Technology, Department of Education. ISSN 1402-1544, ISRN: LTU-DT--07/34--SE In classes for hard-of-hearing pupils there are children and young people with different degrees of impaired hearing, all of whom need hearing aids and technical equipment in the environment. The initial problem area of the present thesis concerned the pattern of communication in the classroom. Previous research has shown that such communication is strongly affected by the chosen technical solution. The research questions developed successively from the assumption that it is only the teachers that can change the learning environment. In order to achieve a combination of scientific results and improvement, this study has an action research study approach. The overall aim was to illuminate and describe dialogues between different actors in a national school improvement project. Actors in the context were teachers, their pupils and the researcher. The thesis is based on improvement work in which the researcher cooperated with fifty teachers from five schools located in different parts of Sweden. This work involved parallel processes of change, for the pupils in the classrooms and for the participating teachers. The thesis comprises three substudies, two of which are focused on the teachers’ dialogues and one on the pupils’ listening environments. In the last-mentioned substudy, 165 pupils were asked to draw and describe their best listening environment at school. The result showed that the listening role required different environmental conditions, such as a cleaned up sound environment, visual support, conversation rules and comfortable surroundings. A central conclusion was that pupils need to be offered opportunities to verbalise their individual needs in the school environment. The result further showed that the teachers worked in different ways to improve the learning environment and that they introduced structures to support the dialogue between pupils. This happened at the same time as the teachers were trying out tools for their own learning in order to take part in dialogues with colleagues based on confirmations and challenges. Tools used in the learning processes were a logbook, shadowing, facilitating and a net-based dialogue. The analyses showed explicit differences between using the tools and learning through them in the zone of proximal development. In their improvement processes the teachers depended on critical friends in order to be challenged as knowledge developers. Difficulties in giving a balanced response were evident from the net-based forum in which the teachers reported different attempts at change. The study has drawn on sociocultural perspectives on learning in which dialogue competence have been central to learning in the classroom and in the teachers’ occasional communities of practice. The results indicate that teachers, for their professional improvement, require critical friends in alternative forms of learning processes and that pupils as actors require alternative listening environments. Keywords: hard-of-hearing pupils, dialogue competence, critical friends, school improvement, participatory action research, sociocultural theories
Page 1: 2007:34 DOKTORSAVHANDLING Dialogkom
Page 7 and 8: FÖRORD Om forskning enbart kunde g
Page 9: Till Kajsa, Malin och Jonas
Page 12 and 13: Elever som aktörer................
Page 14 and 15: teruppsats fick jag insikter om akt
Page 16 and 17: till - dels för att kunna styra si
Page 18 and 19: När Wilhelmson (1998) omsätter et
Page 21 and 22: 2. AVHANDLINGENS INRAMNING Det init
Page 23 and 24: Syfte Avhandlingens syfte är att s
Page 25: I kapitel sex diskuteras skolutveck
Page 28 and 29: sistnämna alternativen har talad s
Page 30 and 31: mycket kraft att man ibland väljer
Page 32 and 33: ger i första hand. Att de arbetar
Page 34 and 35: ingar visar Heilings (1999) rapport
Page 36 and 37: (2000) även pedagogens förhållni
Page 38 and 39: För att förhindra känslan av seg
Page 40 and 41: des eller ”nästan” hördes och
Page 42 and 43: ehövde lyftas fram innebar att all
Page 44 and 45: te också erbjuda elever olika komm
Page 47 and 48: 4. LÄRARNAS LÄRANDEMILJÖER I det
Page 49 and 50: förskola som låg lite vid sidan o
Page 51 and 52: Två aktionsforskningscykler För a
Page 53 and 54: Figur 5. Aktionsforskningsspiralen
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får ut av själva skuggningen är
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skap som annars inte kommuniceras i
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nen inom skolan uteblir kommer ocks
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olika reflektionsnivåer. De fördj
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gemensamt sammanhang och att de mes
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eller inte fungerade. Det kan, som
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frigöra kraft genom att verbaliser
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där olika perspektiv, infallsvinkl
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Forskaren som aktör Att bedriva ak
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Trovärdighet och giltighet Studien
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möjlighet att aktivt uppleva och d
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Vår trygghet i relationerna har in
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sammans med sina elever. För oss s
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en lär sig och förändras genom d
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tolkar eller vem som antas ha relev
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Elever som aktörer När förändri
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faktiska 37 hörselnedsättningen o
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To possess agency, to be an agent,
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a det historiska. Att se sin prakti
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processen. Att bidra med redskap i
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Denna avhandling är ett exempel p
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och får kommandot över sin funkti
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ENGLISH SUMMARY The framework of th
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part in communication where the lan
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competence in a class environment c
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Overall conclusions Study II and II
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Dialogue - community of practice -
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knowledge, and, as Wenger emphasise
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REFERENSER Adelmann, Kent (2002). A
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Colnerud, Gunnel & Granström, Kjel
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Holmstrand, Lars & Härnsten, Gunil
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Mattsson, Matts (2004). Att forska
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Rönnerman, Karin (2004). Vad är a
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Wenger, Etienne (1998). Communities
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STUDIENS TRE ARTIKLAR I den del som
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Studie I Wennergren, A. (accepted).
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2 A.-C. Wennergren invariably make
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4 A.-C. Wennergren I have worked fo
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6 A.-C. Wennergren described as a c
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8 A.-C. Wennergren functioned as a
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10 A.-C. Wennergren A Cleaned-up So
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12 A.-C. Wennergren user. Without r
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14 A.-C. Wennergren In different wa
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16 A.-C. Wennergren The fact that s
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18 A.-C. Wennergren competence, int
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20 A.-C. Wennergren National Agency
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Educational Action Research Vol. 14
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Relation between tools used in acti
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Studie III Wennergren, A. (2006). N
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242 ANN-CHRISTINE WENNERGREN vilket
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244 ANN-CHRISTINE WENNERGREN (Holqu
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246 ANN-CHRISTINE WENNERGREN uppfat
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248 ANN-CHRISTINE WENNERGREN nätba
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250 ANN-CHRISTINE WENNERGREN förem
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252 ANN-CHRISTINE WENNERGREN med in
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254 ANN-CHRISTINE WENNERGREN talade
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256 ANN-CHRISTINE WENNERGREN Jag vi
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258 ANN-CHRISTINE WENNERGREN föreb
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260 ANN-CHRISTINE WENNERGREN relati
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262 ANN-CHRISTINE WENNERGREN etable
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264 ANN-CHRISTINE WENNERGREN Bonk,
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