| Autor: |
Øgaard, Anders |
| Předmět: |
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| Zdroj: |
Proceedings of the European Conference on e-Learning (ECEL); 2019, p437-443, 7p |
| Abstrakt: |
The obligation for professional education is to understand and utilise connections between theory and practice. This continues to be a puzzling task. The topic for this paper is how teacher students bring learning from their education to their subsequent everyday practice as school teachers. The paper presents results from an action research project, which follows the dissemination of distance teaching practices from the teacher education to teaching in schools, in the subject crafting and design. The project was very successful in terms of providing teaching which fulfils learning goals in crafting and design. The action research showed distance teaching as very relevant for teaching crafting and design. The question for this paper is how qualifying a competent distance teacher took place. The teacher education in Greenland is exploring the didactical concept of students as didactical designers. The method is to invite teacher students to discuss what they experience in their education and to invite them to take part in planning and executing their own learning processes. This is expected to integrate didactical reflection and creativity ready to ignite when teaching in schools. A similar method relevant for exploration is demonstrating exemplary teaching practices in the teacher education. The method called modelling is intentionally to work with transmission of relevant tacit knowledge from student to professional life. Modelling and the role of students as didactical designers are concepts examined in this research project. Based on research on distance teaching in crafting and design the paper provides a discussion on transmission of competencies and skills for professional distance teaching in schools. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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