Re-interpreting teaching: A divided task in self-regulated teaching practices
2009 (English)In: Scandinavian Journal for Educational Research, Vol. 53, no 1, 53-70 p.Article in journal (Refereed) Published
The article concerns the increased use of self-regulated teaching methods in the Swedish comprehensive school which has become evident in several research studies. Selfregulated teaching such as ‘own work’ is perceived by teachers as an ideal way of organising schoolwork in order to enable students to work at their own pace and, at the same time, make schoolwork more interesting. In self-regulated teaching practice students make their own plans concerning time, content, grades and strategies for developing their own learning. What and how to learn is no longer a question for the teacher only. Given that self-regulated teaching has become institutionalised and traditionalised, there is good cause to reinterpret teaching activities and classroom work. The aim of this article is to analyse and describe this new teaching practice using data from a longitudinal study. An additional aim is to discuss its consequences for aspects such as content, comprehensiveness and equity. The theoretical framework of the study and the analysis of data are related to the tradition of activity theory. Data produced within the study are based on classroom observations, interviews with students and documents. By applying this perspective, teaching can be interpreted in new ways. One major result is that a division of labour between teacher and students has been established as a means to realising the perceived task of teaching. Further
results show that the issues of comprehensiveness and equity are placed at risk in radical, self-regulated teaching practices and that in relationship to students’ knowledge formation; the role of school may become marginalised.
Place, publisher, year, edition, pages
2009. Vol. 53, no 1, 53-70 p.
self-regulated teaching practice, individualisation, activity theory, division of labour
IdentifiersURN: urn:nbn:se:su:diva-16929ISI: 000263554400004OAI: oai:DiVA.org:su-16929DiVA: diva2:183449
Forskningsprojektet Timplanelösa skolors miljöer för lärande finansierades av Timplanedelegationen.2008-12-302008-12-302011-01-10Bibliographically approved