Innvielse til lr̆eryrket En analyse av praksislr̆eres veiledningssamtaler

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"How do you really become a skilled teacher? And what role should guidance play in the education of tomorrow's teachers? This theme is explored through a study of experienced practitioners' formalized counseling conversations with teacher students. The most important questions in the book are about how the practice teacher and teacher conduct conversations. Concretely, the question is: What is the content of the counseling interviews? How are the teacher students evaluated? How is the consequences of the counseling discussions understood? The guide being examined contains a step by step pedagogy. First, the teacher's student must learn to control, master and reflect on the social space both the classroom and the counseling conversation are. This is described as an overall moral and regulatory discourse. This discourse forms the basis for the teacher's next step - which is the actual teaching. The teacher's student must therefore master two discourses - one regulatory discourse and one teaching discourse - in order to become a skilled teacher. In addition, he or she must adapt to the regulatory discourse in the counseling conversation. The latter discourse represents in this book an initiation ritual for the teaching profession. This ritual gives the practice teacher control over the dedication, while limiting the room for maneuver in the counseling conversation. "

"Hvordan blir man egentlig en dyktig lr̆er? Og hvilken rolle skal veiledning spille i utdanningen av morgendagens lr̆ere? Denne tematikken utforskes gjennom en studie av erfarne praksislr̆eres formaliserte veiledningssamtaler med lr̆erstudenter. De viktigste spr̜sml̄ene i boka handler om hvordan praksislr̆er og lr̆erstudenter gjennomfr̜er veiledningssamtalene. Helt konkret spr̜res det: Hva er innholdet i veiledningssamtalene? Hvordan vurderes lr̆erstudentene? Hvordan forsts̄ konsekvensene av veiledningssamtalene? Veiledningen som undersk̜es, inneholder en trinnvis pedagogikk. Fr̜st m l̄r̆erstudenten lr̆e seg k̄ontrollere, beherske og reflektere over det sosiale rommet bd̄e klasserommet og veiledningssamtalen er. Dette beskrives som en overordnet moralsk og regulerende diskurs. Denne diskursen danner grunnlaget for lr̆erstudentens neste trinn - som er selve undervisningen. Lr̆erstudenten m ālts b̄eherske to diskurser - ň regulerende diskurs og ň undervisningsdiskurs - for b̄li en dyktig lr̆er. I tillegg m h̄an eller hun tilpasse seg den regulerende diskursen i veiledningssamtalen. Den sistnevnte diskursen representerer i denne boka et innvielsesritual til lr̆eryrket. Dette ritualet gir praksislr̆eren kontroll over innvielsen, samtidig som det begrenser handlingsrommet i veiledningssamtalen."

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Norwegian