Different endeavours on the path from teaching to learning
- Side: 197-198
- DOI: 10.18261/issn.1891-5949-2018-03-01
- Publisert på Idunn: 2018-08-29
There is a long path from teaching to learning. This path does not go in a straight line and it is highly insecure, as there is no guarantee that teaching leads to learning. Nonetheless, there are different endeavours on the path. This issue of Nordic Studies in education reveals some of these endeavours, grounded in different pedagogical perspectives.
The issue starts with the important discussion about the concept of research-based teaching. In the article “Research-based teaching – teacher as researcher. Teachers’ understanding of the concept of research-based teaching”, the authors Pia Åman and Tomas Kroksmark investigate how primary school teachers understand research-based teaching. Through a comprehensive analysis of interviews, the authors find that primary school teachers are complacent about it, excluding it from their work. The article also concludes that a practice paradigm of research-based teaching is under development.
In “Functionalistic pedagogy? Biesta and Arendt on ontology and evidence”, Morten Timmermann Korsgaard and Mikkel Helding Vembye look into a functionalistic pedagogy based on the theories of Gert Biesta and Hannah Arendt. One major finding of the article is that systems theory, as well as the prevailing understanding of evidence-based education, are inadequate for describing and conceptualizing educational processes.
Rune Andreassen and Monica Reichenberg are the authors of “Swedish and Norwegian Teachers’ Self-efficacy for Differentiated Reading Instruction: The Importance of Practice and Other Teacher and School-related Variables”. The focus of this is the role of teaching experience to obtain teacher self-efficacy for inclusive reading instruction in Sweden and Norway. The comparative study of 471 in-service teachers from both countries shows that the Swedish teachers gave a better performance than their Norwegian counterparts when it comes to self-efficacy for inclusive reading instruction. The findings of the study may also contribute to teacher education and the development of self-efficacy for the teaching of reading in diverse classrooms.
In the article “From teaching to learning? Scientific staff reflecting upon their own teaching”, Pål Anders Opdal examines what he understands as a turn from input to output, or, from teaching to learning in Norwegian higher education. The qualitative study reveals how the informants understand this so-called turn from teaching to learning in terms of these new ways of planning and teaching: making use of learning outcomes in the planning of teaching, making use of student-active forms of learning, and making use of formative assessment.
What is good teaching and how do students succeed in their studies? This question is raised and addressed by Ida Katrine Riksaasen Hatlevik in the article “From the Student Engagement, Students’ approaches to learning, and Self-regulated learning research perspectives”. Hatlevik in particular highlights that all three perspectives - student engagement, students’ approaches to learning, and self-regulation - should be taken into consideration in order to get a comprehensive understanding of what it is that affects and promotes students’ learning.