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Kronik i Altinget med forslag om forsøg med en femårig læreruddannelse på kandidatniveau.

Læreren har afgørende betydning for, hvad eleverne får ud af at gå i skole, både fagligt og socialt. Men hvad er det, dygtige lærere kan? Hvordan klæder læreruddannelsen dem bedst på til det? Og hvordan får vi flere unge til at læse til lærer? 10.000-kroners spørgsmålene til læreruddannelsen står i kø, og Asterisk har bedt en norsk og to danske uddannelsesforskere dykke ned i nogle af dem.

Phase 2 of the Teacher Professional Learning for Inclusion (TPL4I) project revisited the Agency’s 2012 Profile of Inclusive Teachers to consider its relevance and use for all education professionals. The result is the 2022 Profile for Inclusive Teacher Professional Learning, which builds on the 2012 Profile to present a tool for a wider group of stakeholders. It invites education professionals and policy-makers to consider inclusive TPL competences from a whole-school and community perspective. The full report is available in English as a PDF. It presents the 2022 Profile, essential features of competence development for inclusion and the proposed framework for such competence development. It explains the Profile’s development, offers guidance for its use and provides country examples of competence-based professional development for inclusion. The Profile – i.e. the framework for competence development for inclusive education – is also available as an open-source Word file in all Agency languages. You are free to access, use, modify and disseminate it with appropriate credit to the Agency. It may be used separately from or in alignment with existing competence frameworks for teachers and other education professionals., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2022. Profile for Inclusive Teacher Professional Learning: Including all education professionals in teacher professional learning for inclusion. (A. De Vroey, A. Lecheval and A. Watkins, eds.). Odense, Denmark"]}

This essay describes the growing interest in and use of concepts such as phronesis and authenticity in educational research and practice. While phronesis seems to be connected to the ethical dimension of education and educational guidance, the concept of authenticity seems to be connected to the existential dimension. This essay shows the relatedness between those two concepts and the relevance of an “existence philosophical” perspective on phronesis and authenticity. The author points to the importance of an ontological approach where phronesis and authenticity are understood as two ways of respectively sensing and understanding the Being-dimension. This existence philosophical approach opens up for a new kind of praxis of Philo-Sophia, which could be realized in teacher training, when the focus is on how to become more mindful and aware of the Bildung-process in education and guidance. The essay suggests that this Being-dimension can be approached through the emergence of Communities of Wonder between the teacher and teacher student in the classroom or guidance session. Udgivelsesdato: December

Den nyuddannede lærer skal anvende sin viden og sine færdigheder i en sammenhæng, der er forskellig fra den sammenhæng, som de en indlært i på professionsuddannelsen. Det er ikke nogen let proces. Artiklen peger på fire faktorer, der kan fremme processen.

Based on philosophical reflections on the concepts of place, place-based education, wild pedagogies and outdoor schooling in Denmark, the article presents and reflects upon selected results from a three-year accompanying qualitative research conducted in connection with a project for underserved young people and students. Approximately 40 participants aged 14-29 with social, personal, relational and/or substance abuse problems were enrolled as crewmembers on a schooner in periods ranging from a few weeks to six to eight months during the project’s three-year duration. The results indicate that place, nature, an extended stay and the relationship competency of the crew are all factors that can have a positive and transformative impact on participants, supporting their efforts to get “on an even keel” - to use a maritime expression that alludes to keeping a vessel’s keel steady, assuring smooth sailing.

The role of special education teachers is currently facing an exten- sive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action. Within such a process, student teachers’ professional development in special education plays a crucial role. Studies on this topic underline how student teachers’ beliefs and attitudes regarding inclusive education deeply affect their future teaching activity. Research shows that, while student teachers usually agree with the principles of inclusive teaching, they are much less sure of how to implement those principles in their teaching practice. By assessing the breadth of the gulf between ideals and practice, my investigation emphasises how the video analysis of simulated lessons carried out by student teachers can contribute to a positive change in student teachers’ attitudes towards inclusion in school. Such a change would help student teachers develop a reflective stance that would strengthen their ability to transform inclusive principles into everyday educational practices.

This article provides an overview of the main sociological approaches applicable to the study and analysis of teaching, teachers and teacher education. Analytical perspectives from sociology are then compared to research on teachers from two other disciplines, education economics and educational psychology, which have produced the lion’s share of recent research on teachers. In the article’s final section, recent results are reported from surveys of student teachers and teachers in two Nordic countries, Denmark and Finland, to exemplify the importance of institutional and other contextual variables for the study of teachers and teaching. The article ends with a plea for a renewed sociological research agenda that studies teachers and teacher education.

The education for teaching in the Danish gymnasium, which constitutes the general upper secondary level schooling in Denmark, has a tradition more than 200 years old. The education and training for teaching is called pædagogikum and takes place in the beginning of a teaching career, after graduation from university. A crucial dimension in pædagogikum is socialising graduates into becoming teachers. This paper presents an analysis of this socialisation process during the theoretical part of the teacher course in the subjects Danish, Mathematics and Social Science. Based on ethnographic fieldwork, and inspired by Bourdieu’s sociological theory, practices and discourses in the teaching – including the use of pedagogic theories and research results – are analysed. Based on this, possible consequences of the pædagogikum are discussed in the light of the objectives of gymnasium schooling.

Hvordan kan det være, at Teach first-kandidater, der er teoretisk uddannede, tilsyneladende ikke i samme grad døjer med det praksis-chok, som evigt plager kandidater fra den læreruddannelse, som er opbygget omkring en akse af praktikker? Og hvordan kan det være, at de teoretisk uddannede teach first-kandidater trives med at blive smidt direkte ud i praksis, når kandidater, der er blevet skefodret med praktiske eksempler, ikke føler sig klædt på til at løse praktiske problemer?

This article explores and compares the way in which Danish and Kenyan student-teachers achieve a professional identity while training to be teachers, drawing on conceptually-related theoretical approaches of critical psychology, social theory of learning, professional literature and literature about narratives and life history. Findings from contextual comparisons of the students’ life stories suggest that the process of professional becoming may be viewed as a highly personal meaning-making and storied process following individual trajectories through teacher training; yet moments in which students change professional identification are often ingrained in social relations with tutors and other students, or take place during periods of teaching practice. Student-teachers come to acknowledge teacher training as a resource and part of a personal life project, and some students change their professional identification profoundly during teacher training.

Relational competence as an important part of teachers’ and pedagogues’ education has been increasingly discussed during the last 15-20 years. Critiques of the focus on relational competence argue that it removes teachers’ orientation from the curricula subjects, and make teachers orient towards the psychological conditions of individual students instead of the class communities. We reject this critique based on a longitudinal study of a development project of the Bachelor Degree Program for Teacher Education in Aarhus, Denmark, where they worked with methods to develop the student teachers’ relational competence. The present study support that increased focus on theory and practice with relational competence can contribute to motivation, learning and wellbeing of participants in institutional contexts.

Professional qualifications for adult educators have been subject of discussions and a research question for more than thirty years. In an overview of adult learning programs for training adult educators in Western Europe professionalization is said to be the 'rationale' behind the interest in adult education.To shed light on the process of professionalization the article gives a short view over the Danish adult educational system and the corresponding training system for adult educators. The pedagogical principles behind the teacher training programs are presented.

With this paper, we explore two approaches to teacher education, paying attention to how teachers are prepared to work in diverse school settings in a time of increasingly competitive neoliberal, market-based reform. These two approaches reflect completion of a traditional teacher education program and completion of Teach for America (TFA). The findings are based on two independent interview studies that are informed by the researchers' joint commitments to postcritical ethnography, which consider issues associated with positionality, reflexivity, objectivity, and representation. The first interview study engaged teachers who graduated from a traditional teacher education program, as well as two participants with a more specialized urban focus. Interview questions asked teachers to describe their implementation of culturally relevant pedagogy in their classrooms and how prepared they were to do so. The second study addressed the experiences of TFA alumni as they matriculated through the program, with special emphasis being paid to the support that each corps member received during and immediately following their tenure.

Phase 1 of the Teacher Professional Learning for Inclusion (TPL4I) project focused on policies that affect teacher professional learning (TPL) for inclusion. It aimed to identify the essential policy elements to ensure that all teachers are prepared for inclusive education. This report presents all TPL4I phase 1 activities and findings. The report sets out the elements of a policy framework for TPL for inclusion. It describes trends and key issues in TPL for inclusion policies across 26 European countries within those policy elements. The report relates the findings to previous Agency work, embedding it in a comprehensive systems approach. Finally, it suggests a broader use of the Profile of Inclusive Teachers, which phase 2 of TPL4I will explore. The final summary report is available below in the Agency's official languages: Bulgarian, Croatian, Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Hungarian, Icelandic, Latvian, Lithuanian, Maltese, Norwegian, Polish, Portuguese, Serbian, Slovakian, Slovenian, Spanish and Swedish., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2020. Teacher Professional Learning for Inclusion: Phase 1 Final Summary Report. (A. De Vroey, S. Symeonidou and A. Lecheval, eds.). Odense, Denmark"]}

Med udgangspunkt i Basil Bernsteins teori om viden, kompetence og performance, diskuterer artiklen det, den betegner som læreruddannelses vidensgrundlag. Det konkrete udgangspunkt er bekendtgørelsen for uddannelseselementet Almen undervisningskompetence (fra 2013-reformen), som sammenlignes med det tilsvarende fag i den tidligere læreruddannelse, Almen didaktik. Via denne sammenligning argumenteres der for, at læreruddannelsens vidensgrundlag ikke har bevæget sig i retning af det øgede fokus på kompetence, som ligger i uddannelsens aktuelle selvbeskrivelse - men derimod har bevæget sig i retning af et øget fokus på performance.Videre argumenteres der for, at det fokus på generiske kompetencer, somtilstræbes via bevægelsen mod kompetencer, ikke vil kræve mindre, men et større fokus på domænespecifik viden.

II denne artikel undersøges undervisningsbegrebets aktuelle tilstand og dets filosofiske indhold og muligheder. Først argumenteres for, at undervisningsbegrebet i dets nuværende brug reduceres til at være en metode, der skal optimere konstruktivistisk læring, som har det store problem, at det bygger på en afvisning af undervisning selv. Dernæst undersøges fire forskellige nyere bidrag til et undervisningsbegreb, som kan forstås helt uafhængigt af konstruktivistisk læring. Via analyser af Daniel Breslauers, Gert Biestas, Chris Higgins og Jan Masscheleins pædagogiske filosofi argumenteres for, at undervisning består af en dobbelt gavegivningsproces, som sætter læreren og eleven i et langt mere tæt, kulturelt og vekselvirkende samspil end hidtil. .

Retaining the quality of teachers and improving teacher education and professional development through professional learning communities (PLCs) has long been on the policy agenda of, among others, the United Nations Educational, Scientific and Cultural Organization (UNESCO), Organisation for Economic Co-operation and Development (OECD), and the Framework for 21st Century Skills. This study explores and compares student-teachers’ use of PLCs in Danish teacher education institutions and how PLCs are shaped by institutional, organising themes. An ‘organising theme’ is conceptualised as a fundamental ‘idea’ of how – for instance institutional – everyday practices become organised; exploring how institutional organising themes are translated into educational practice in students’ PLCs makes it possible to understand how local moral worlds in teacher education institutions shape students’ communal work and professional development. Drawing on situated learning, social anthropology of institutions and the literature about PLCs, the professional narratives of three Danish student-teachers are compared. The findings suggest that professional development in PLCs takes place in the intersection between personal stories, situated learning in PLCs and institutional themes.

Med udgangspunkt i tre måneders etnografisk feltarbejde blandt danske lærerstuderende i praktik i Filippinerne undersøger vi i denne artikel, hvordan pædagogiske ideer rejser med de lærerstuderende både til og hjem fra Filippinerne. Et mål i den danske læreruddannelse er, at de lærerstuderende skal forberedes til give deres fremtidige undervisning et globalt perspektiv, således at deres elever kan opnå ”interkulturel kompetence”. At gøre det nemmere at tage et praktikophold i udlandet har været en af måderne at opnå målet om at uddanne lærere, som er i stand til at give deres undervisning et globalt perspektiv. Praktik i udlandet er kort sagt et middel til at internationalisere videregående uddannelser. De seneste år har der været en stigende interesse for ”spatial theories” og herunder for ”mobilities of knowledge” inden for den internationale uddannelsesforskning. Med dette som teoretisk udgangspunkt analyserer vi, hvordan pædagogiske ideer rejser med og gennem danske lærerstuderendes praktik i udlandet: Hvad sker der i mødet mellem filippinske lærere og danske praktikanter? Hvilke formål har de involverede pædagogiske aktører med opholdene? Og hvordan rejser pædagogiske ideer gennem sådanne praktikker?Det empiriske udgangspunkt er forberedelserne i Danmark og det efterfølgende praktikophold i Filippinerne, som en gruppe tredjeårs lærerstuderende fra en københavnsk professionshøjskole gennemførte. Flere af informanterne udtrykte, at de var rejst til Filippinerne for at opleve ”en helt anden måde at undervise på”. De studerende ville altså gerne opleve nye eller anderledes pædagogiske ideer, men det skulle vise sig, at de ikke var særlig interesserede i at implementere disse pædagogiske ideer i deres egen undervisning i Filippinerne, ej heller var de interesserede i at bringe nye pædagogiske ideer med hjem. Gennem kvalitative interviews med de lærerstuderende blev det tydeligt, at de havde klare forventninger til og ideer om at skulle lære de filippinske lærere noget om den ”gode måde” at undervise på, f.eks. gennem at introducere gruppearbejde. Ergo skulle de pædagogiske ideer rejse én vej: Fra Danmark til Filippinerne. Til at illustrere de danske lærerstuderendes forsøg på at implementere ”danske” undervisningsmetoder, trækkes eksempler frem, der viser, hvordan de studerende ønskede at udvide de filippinske læreres undervisningsforståelse ved at introducere metoder, som de studerende opfattede som danske. I sidste del af analysen viser vi, hvilke pædagogiske ideer de lærerstuderende rejser tilbage til Danmark med.

A supportive relationship between teachers and students has been shown to have positive effects on students’ performance and social development. Preservice teachers’ relational competence is, however, an unexplored area. The purpose of this study is to contribute to educational research about relational competence in teacher education by introducing a Swedish project which focuses on interpersonal aspects. The study has three parts. In the theoretical part, a conceptualization of teachers’ relational competence using Thomas Scheff’s theory of interpersonal relationships is outlined. In the empirical (pilot) part, a methodology for prompting preservice teachers’ analyses of teacher–student relationships is described, as well as a thematic analysis of their responses. The theoretical conceptualization is then used together with the empirical data in the third part, in order to identify development needs of preservice teachers in terms of relational competence. According to the conceptualization, relational competence includes three sub-concepts: communicative, differentiation, and socio-emotional competence. From the analysis of preservice students’ texts, the article identifies development needs in relation to the three sub-concepts. The concluding discussion focuses on lessons learned from the study regarding how to promote teacher students’ relational competence.

Hvordan griber man det an at lære andre noget bestemt? Hvordan skal man som lærer planlægge aktiviteter, sådan at eleverne kan få det udbytte, man har tænkt sig? Hvilke overvejelser skal man gøre sig? Disse spørgsmål hører til didaktikkens helt overordnede temaer.Som lærer oplever man dagligt de udfordringer, der er forbundet med at skulle forholde sig til den kompleksitet og de dilemmaer og muligheder, der folder sig ud, når man skal designe og facilitere didaktiske forløb. Det er er omdrejningspunktet i denne bog, der både behandler didaktik som begreb, som fagligt område og som praksis.Hvad er didaktik kobler en grundig introduktion til didaktisk teori sammen med talrige konkrete eksempler fra lærerfaglig praksis. Bogen retter sig mod lærerstuderende, men kan også læses af andre, der beskæftiger sig med planlægning og facilitering af forskellige former for didaktiske forløb og læreprocesser.

Stort set alle de problemer, som læreruddannelsen slås med, kan løses, hvis man i stedet for at kæmpe om, hvordan man sammensætter teori og praksis i den bedste one-size-fits-all-løsning, etablerer et system med tre forskellige uddannelser, der giver adgang til jobbet som lærer: en praktisk, en blandet og en teoretisk uddannelse.

Kapitlet præsenterer udviklingsarbejde med "relationskompetence" på Læreruddannelsen, VIA, og spørgsmål om, hvordan relationskompetence skal forstås, hvad det betyder i en skole- og undervisningssammenhæng, hvad det mere præcist er, en lærer skal kunne - og ikke mindst: Hvordan en lærerstuderende kan tilegne sig disse kompetencer i uddannelsen.

Der findes et hav af forskellige spil og tilsvarende uhyre mange måder at anvende spil på i undervisningen. I denne artikel vil jeg give et overblik over feltet ved først at definere de centrale elementer i spil. Dernæst opridser jeg, hvordan man kan lære gennem spil og gennemgår fire didaktiske tilgange til spil. Til sidst vil jeg præsentere en spildidaktisk model, der kan bruges til at kunne omsætte konkrete udfordringer i spil til fagligt og pædagogisk meningsfulde udfordringer i undervisningen.