Teori om praksisarkitektur i skolebasert videreutdanning av praksislærere ved en universitetsskole – en studie av responssløyfer mellom praksis og praksisarkitektur i to studentoppgaver
Peer reviewed, Journal article
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Original versionNorsk pedagogisk tidsskrift. 2020, 104 (4), 330-357. https://doi.org/10.18261/issn.1504-2987/2020-04-02
Abstract This study has inspiration from a theory about education, which describes how different practices are bundled together in practice projects. The study is part of the research project “From practice back to practice”. This part has a methodological focus on how a theory of practice architecture has functioned in design of a further education course for 101 in-service teachers in teacher education, and in analysis of the knowledge production of the course participants in two course tasks. The research question sought to be answered is: How are concepts from the theory of practice architecture used in the tasks as expression of the inservice teachers’ professional knowledge landscape? Three contextual factors form the content of a knowledge landscape: individual teacher knowledge, the working landscape these inservice teachers are part of, and the way the professional knowledge landscape relates to official policy and theory. An important broadening of the course participants’ knowledge landscape was to start using the concepts of the theory of practice architecture. The response loops in the communicative space created during the course have potential to function as a site for the emerging identity of the participants both as teacher educators and as in-service teachers with a mentoring task.