Resumé
| Originalsprog | Engelsk |
|---|---|
| Titel | Dealing with Conceptualisations of Learning : Learning between Means and Aims in Theory and Practice |
| Redaktører | Ane Qvortrup, Merete Wiberg |
| Antal sider | 15 |
| Udgivelses sted | Rotterdam/Boston/Tapei |
| Forlag | Brill | Sense |
| Publikationsdato | 2017 |
| Sider | 91-105 |
| Kapitel | 8 |
| ISBN (Trykt) | 9789463510271 |
| ISBN (Elektronisk) | 9789463510295 |
| Status | Udgivet - 2017 |
Citer dette
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Formative Reformulations in Interventions on School Development : A Longitudinal Case Study of a Project on Student Note-Writing. / Christensen, Torben Spanget.
Dealing with Conceptualisations of Learning: Learning between Means and Aims in Theory and Practice. red. / Ane Qvortrup; Merete Wiberg. Rotterdam/Boston/Tapei : Brill | Sense, 2017. s. 91-105.Publikation: Bidrag til bog/antologi/rapport/konference-proceeding › Bidrag til bog/antologi › Forskning › peer review
TY - CHAP
T1 - Formative Reformulations in Interventions on School Development
T2 - A Longitudinal Case Study of a Project on Student Note-Writing
AU - Christensen, Torben Spanget
PY - 2017
Y1 - 2017
N2 - This article analyses microprocesses within an intervention project at a Danish upper secondary school, which aims to develop teachers’ understanding of student notes and subsequently their way of dealing with them in their teaching practice. Focus is on how teachers formulate and reformulate the project ideas. These formulations and reformulations are assumed to be caused by the teachers’ experience of contradictions between new ideas and established practices, attempts to make sense of the new ideas, resistance, misunderstandings etc. By using ethnographic methods teacher reflections, understandings and development of aims and means are studied. By applying activity theory as an analytical framework, reformulations or formative reformulations are interpreted as the dynamic and creative force in the project. They function as drivers of change and what he calls expansive learning and concept formation.
AB - This article analyses microprocesses within an intervention project at a Danish upper secondary school, which aims to develop teachers’ understanding of student notes and subsequently their way of dealing with them in their teaching practice. Focus is on how teachers formulate and reformulate the project ideas. These formulations and reformulations are assumed to be caused by the teachers’ experience of contradictions between new ideas and established practices, attempts to make sense of the new ideas, resistance, misunderstandings etc. By using ethnographic methods teacher reflections, understandings and development of aims and means are studied. By applying activity theory as an analytical framework, reformulations or formative reformulations are interpreted as the dynamic and creative force in the project. They function as drivers of change and what he calls expansive learning and concept formation.
KW - Student notes, development of teaching and learning
M3 - Book chapter
SN - 9789463510271
SP - 91
EP - 105
BT - Dealing with Conceptualisations of Learning
A2 - Qvortrup, Ane
A2 - Wiberg, Merete
PB - Brill | Sense
CY - Rotterdam/Boston/Tapei
ER -