Lærerkognition som centralt udgangspunkt for lærernes praksisnære professionsudvikling – en ny efteruddannelsesmodel

Abstract

Artiklen giver et indblik i teoretiske, metodiske og praksisrelaterede overvejelser bag udviklingen af tre efteruddannelsesforløb i det igangværende udviklings- og forskningsprojekt ”Tidligere sprogstart – ny begynderdidaktik med fokus på flersprogethed”. Artiklen præsenterer med eksempel i projektet en ny efteruddannelsesmodel til udvikling af lærernes undervisningspraksis, der tager afsæt i centrale principper i den praksisnære professionsudvikling, som kobles til feltet lærerkognition som modellens centrale teoretiske udgangspunkt. Lærerkognitionen, som stadigvæk er ret uopdyrket i den danske faglitteratur, diskuteres indgående. Derudover præsenteres centrale principper i den praksisnære professionsudvikling, som afgrænses fra aktionslæring som metodisk tilgang. Afsluttende skitseres, hvilke lærerkognitionsdata der indsamles i projektet, og sammenhængen mellem den praksisnære professionsudvikling og lærerkognitionen uddybes. Summary: The article provides an insight into theoretical, methodical and practical reflections behind the development of three supplementary in-service training programs in the ongoing development and research project called “Early foreign language learning - new didactics for beginners with a focus on plurilingualism”. The article presents a new educational model for in-service training focusing on supporting and developing the teachers’ practical teaching skills, with examples from the project. Initially, a number of central principles in the continuing professional development of teachers will be outlined with a focus on the research field of teacher cognition as the main theoretical point of departure for the educational model. Teacher cognition is still an under-researched field in the Danish scientific literature and, hence, it is discussed thoroughly. Furthermore, central principles in the continuing professional development of teachers are presented, in an attempt to compare and delimit the chosen approach from action research as a method for teacher involvement. Lastly, the article describes the types of teacher cognition data collected in the project and the connection between continuing professional development and teacher cognition is elaborated

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