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Pedagogical imagination and practical wisdom: the role of good narratives in teacher education and professional development
Stockholm University, Faculty of Social Sciences, Department of Education.
2016 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 17, no 4, 456-471 p.Article in journal (Refereed) Published
Abstract [en]

There is an increasing awareness that teaching is a practice where moral action is inseparable from pedagogical action and where wise deliberation or reflection on what course of action to take as an educator is an important part of being a good teacher. This paper will focus on rethinking the role of narratives as an articulation of such practical knowledge and the enrichment they might bring to a teacher’s pedagogical imagination. Working within a conceptual framework drawing on Schön and Aristotle, the study presents a group of narratives describing successful conflict resolution told by students at a newly launched teacher education program. These are discussed as part of a teachers’ practice repertoire and the argument is made that the local and personal repertoires of practitioners need to be complemented with elements from the repertoire of others, something systematic research into narratives of teaching in action can be part of.

Place, publisher, year, edition, pages
2016. Vol. 17, no 4, 456-471 p.
Keyword [en]
Reflective practice, pedagogical imagination, phronesis, narrative, teacher education, professional development
National Category
Didactics
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-120546DOI: 10.1080/14623943.2016.1172479ISI: 000377026900007OAI: oai:DiVA.org:su-120546DiVA: diva2:853282
Available from: 2015-09-12 Created: 2015-09-12 Last updated: 2017-12-04Bibliographically approved
In thesis
1. The Rough Ground: Narrative explorations of vocational Bildung and wisdom in practice
Open this publication in new window or tab >>The Rough Ground: Narrative explorations of vocational Bildung and wisdom in practice
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This compilation thesis, consisting of five articles, focuses on narrative explorations of vocational Bildung and wisdom in practice. It is an explicitly practical and empirical approach to what, for the most part, tends to be limited to philosophical discussions. This is motivated by the relative lack of systematic knowledge about how to enact wisdom in practice and afford vocational Bildung to those engaged in vocational education and training (VET). The absence of such knowledge makes it more difficult to develop VET practice and curricula and also leads to significant parts of the internal goods of practice to remain tacit, personal and local when they need to become articulated and shared. The aim of the five articles has been to explore how Bildung and practical wisdom can enrich our understanding of vocational practice and didactics on a theoretical, methodological and practical level. Conceptually the thesis draws extensively from narrative inquiry (Clandinin & Connelly 1995, 2000), reflective practice (Schön 1983, 1987), Aristotelian philosophy regarding practical wisdom (Aristotle 2009, Nussbaum 1990), MacIntyre’s concept of a practice (2011) and the Bildung-tradition (Rittelmeyer 2012) to create a coherent framework for the inquiry termed vocational Bildung didactics (VBD). It is located in the phronetic social science paradigm articulated by Flyvbjerg (2001) where the main aim for research is to enrich practice rather than generate theory. The methodology for this kind of inquiry is the collection of narrative cases focusing on unusually rich/successful/wise cases of a practice, what Flyvbjerg (2001) terms extreme and paradigmatic cases. On a conceptual level the inquiry has resulted in the framework of VBD that provides the structure for engaging in this kind of research. It has also resulted in some further conceptualizations driven by the interpretation of cases, in particular a differentiation between vocational and cultural practices. On a methodological level it has resulted in a kind of double didactical method: the case narratives function as articulations of practical knowledge regarding vocational Bildung and practical wisdom but also as the didactical tools for teaching this. On a practical level the inquiry has resulted in suggestions for curriculum-development as well as ways in which the case narratives can be used to enrich the understanding of practitioners.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University, 2017. 149 p.
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 47
Keyword
Vocational education, Bildung, Practical wisdom, Narrative, Practice, Didactics
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-137676 (URN)978-91-7649-640-4 (ISBN)978-91-7649-641-1 (ISBN)
Public defence
2017-03-06, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 5: Manuscript.

Available from: 2017-02-09 Created: 2017-01-09 Last updated: 2017-02-10Bibliographically approved

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