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Göteborgs universitets publikationer

Science teachers’ collegial discussions about student knowing

Författare och institution:
Marlene Sjöberg (Institutionen för didaktik och pedagogisk profession); Åke Ingerman (Institutionen för didaktik och pedagogisk profession)
Publicerad i:
. Presentation at the EARLI SIG9 conference ”Disciplinary Knowledge and Necessary Conditions of Learning”, Oxford, September 1-3,
Konferensbidrag - refereegranskat abstract
Sammanfattning (abstract):
Collegial planning and evaluation of science teaching with a reflective approach has potential for furthering teachers’ professional development, both individual and collective. Teachers’ competence and teachers’ qualitative feedback on their students’ work are also two of the most important conditions for the development of students’ knowledge. This study focuses a teacher-researcher collaboration around collegial planning of and reflection on teaching of the human body. Firstly, we investigate the variation in how science teachers in collegial discussions express what knowing science means. Secondly, we focus on the dynamic of the discussions and possibilities for teachers’ learning in the collegial setting. The empirical data consist of four meetings focused on the design and the result of a summative test. Making use of a group discussion and variation therein as the empirical data, the phenomenographic analysis focuses what the teachers attend to as salient science knowledge. On the basis of the resulting three different ways of discussing students’ knowing, we construct a time line of the discussions where the shift between categories and progression is visible. Further, we identified some turning points in the collegial discussions. We discuss teachers’ learning and the possible impact of collegial planning on professional development.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
Utbildningsvetenskap ->
Utbildningsvetenskap ->
Didaktik ->
Subject didactics
collegial discussions, student knowing, assessment, teachers learning
Postens nummer:
Posten skapad:
2014-10-15 11:17

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