From a closed mind to an open mind through an action research project: how can I improve my practice?

Author(s)

Publication date

2010

Publisher

Høgskolen i Akershus

Document type

Description

Master i yrkespedagogikk

Abstract

Hvordan har jeg forbedret min praksis og lagt tilrette for at mine elever kan forbedre sin praksis. Med fokus på: endringer I holdninger miljø faglige oppgaver Jeg brukte aksjonsforskning fordi dens kjennetegn er forskning gjennom konkrete handlinger. Whitehead og McNiff (2006) sier at aksjonsforskning starter med et behov om å forbedre sin praksis og at problemstillingen ofte stiller spørsmål om hvordan man skal gjøre det. Jeg startet dette aksjonsforskningsprosjektet med et ønske om å forbedre min praksis ved å først og fremst å endre klassemiljøet. Utgangspunktet var at jeg hadde en uro på flere områder. Men særlig på det området som gjelder våre mellom menneskelige forhold. Læreren hadde en dårlig holdning og elevene hadde dårlige holdninger. Dewey hevder at å ta hverandre på alvor og være åpne og gjestfrie mot hverandre ligger naturlig for oss, og bekrefter dermed det behovet jeg hadde for å være åpen mot mine elever for å involvere dem I prosessen. Hva er dette vi kaller skolemiljøet, klassemiljøet, det psykososiale miljøet, læringsmiljøet, læringsarenaen. Jeg tror kanskje at man kan påvirke det på flere måter. Ikke jeg, men vi og kanskje aller mest elevene selv. Sammen med elevene, gjennom aksjoner, vil jeg legge tilrette for at elevene skal forstå og oppdage selv hvordan de kan forandre seg og sitt klassemiljø. Elevene oppdager selv at de ikke er så forskjellige som de trodde, at de faktisk tenker likt og deler samme meninger. Å oppdage selv kommer fra Grendsads konfluente pedagogikk. Det heter ”å lære er å oppdage”. Det å kunne legge tilrette for at elevene skal kunne lære selv er en ufordring innenfor rammene som skolen setter, men ingen umulighet
How do I improve my practice and facilitate for my students in order to improve their own practice? With a focus on facilitating: - change in attitudes - environment - subject tasks To improve - making better. I have tasted this word and it does taste good, but it also tastes like effort. How did I improve my practice? This is what I-m going to discuss and illustrate from different angles. How have I improved my practice? How have the pupils improved their practice and all this with focus on attitude, environment and subject tasks. Whitehead og McNiff (2006) say that action research starts with a need to improve your practice and that the way of presenting the problem is how to do it. I started this action research with a wish to improve my practice first and foremost by changing the class environment.The starting point for my action research was that I had a concern and this concern I had on several fields, but particularly on the field concerning our interpersonal relationships. The teacher had a bad attitude and the pupils had bad attitudes. They shouted at me and at each other and sometimes I answered them in the same way. We simply could not go on that way. John Dewey’s theories of keeping the door ajar and a hospitable thought also supports this. Dewey claimed that taking each other seriously and being open and hospitable to each other is natural for us, and thus verifies the need I felt for being open in relation to my pupils and to involve them in the process. What is this called the school environment, class environment, the psychosocial environment, learning environment, learning arena. I think that we can influence it in several ways. Not me, but we, and perhaps most of all the students themselves. Through one of the actions called three pedagogical suns teaching expresses the students themselves this way: I’ve discovered that we understand each other better ... I feel that we are thinking a like in this class ... I experience that we have many similar opinions. Students discover themselves that they are not as different as they thought, that they are actually thinking much the same and share similar opinions. To discover for you come from Grendstads confluent education. He writes “to learn is to discover”. Being able to facilitate for the students to learn themselves is a challenges within the frames that the school sets, but not impossible

Keywords

Permanent URL (for citation purposes)

  • http://idtjeneste.nb.no/URN:NBN:no-bibsys_brage_12565
  • http://hdl.handle.net/10642/798