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Spår av teorier i planering: En intervjustudie om teoriers betydelse i planering
Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
2009 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Denna uppsats handlar om hur lärare kopplar teorier och praktik utifrån dagens läraruppdrag. Syftet med studien var att undersöka hur lärare uppfattar teoriers betydelse i planering. Den empiriska undersökningen genomfördes som intervjustudie bland sju lärare. Intervjumaterialet analyserades utifrån en fenomenografisk ansats. Resultatet visade på tre skilda beskrivningskategorier, nämligen, A: Teorier är något närvarande som hjälper och stöder, B: Teorier är något omedvetet som påverkar och C: Teorier är något frånvarande vilket inte kopplas till praktiken. Slutsatser som drogs utifrån resultatet var att det bland lärare återfinns skilda synsätt på förhållandet och kopplingen mellan teori och praktik. Inom kategori B och C framkom en större tilltro till praktikgrundad kunskap och utifrån detta diskuterades behovet av att höja praktikgrundat kunnande till en generaliserbar nivå. Detta för att öka lärares möjligheter att tillgodose de förväntningar och krav som återfinns inom dagens läraruppdrag på att utifrån vetenskap motivera och förklara sitt handlande i den pedagogiska praktiken.

Abstract [en]

This essay concerns the connections teachers makes between theory and practice with regard to the requirements placed on teatchers today. The purpose of the study is to investigate how teachers percive the using of theories in their class preparation work. This empirical study has been conducted through interviews with seven teachers. The resulting material has been analyzed from a fenomenographical perspective and three different views have appeared. The views have been categorized as follow: A: Theories are considered and thought of as helpful, B: Theories are not considered but influence all the same, and C: Theories are thought of as removed and not connected to practice. The result show different views among teachers regarding the relation between theories and practice and the incorporating of theories in teaching practice. In categories B and C a picture appeared of views that greatly value knowledge gained by experienced based knowledge to a scientifically secure level. This would enabel teachers to meet the expectations and requirements placed on them today. That is, to be abel to explain and support their methods using results from scientific research.

Place, publisher, year, edition, pages
2009. , p. 37
Keywords [en]
Theories, teaching practice, planning, fenomenographi
Keywords [sv]
Teorier, planering, pedagogisk praktik, intervjustudie, fenomenografi
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:miun:diva-10594OAI: oai:DiVA.org:miun-10594DiVA, id: diva2:280208
Presentation
, Mittuniversitetet, Härnösand (English)
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2009-12-14 Created: 2009-12-08 Last updated: 2009-12-15Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Output format
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