TY - RPRT

T1 - Dannelse og kompetence i læreruddannelsens dobbeltdidaktiske perspektiv

T2 - Med særligt henblik på uddannelse af naturfagslærere til grundskolen

AU - Dolin, Jens

AU - Ellebæk, Jens Jakob

AU - Daugbjerg, Peer

PY - 2022

Y1 - 2022

N2 - The purpose of the present work has been to create an inspiring framework of the field of research covering second order teaching and its relations to “bildung”, science competencies and scientific literacy. The work covers these relations in as well compulsory school as science teacher education. A competence-oriented teaching at compulsory school level includes cooperation between students to find solutions to problems or challenges. The students must have options for practice and reflections during the process and they must include science knowledge and skills in their solution and process. This mandates a broad and including perception of knowledge in compulsory school as well as teacher education. The work describes that it is important, that teacher students acquire an understanding of science at the same time as they develop skills and knowledge on how to teach science. Teacher students develop their science teaching skills and knowledge 1) in campus arena, 2) in the transformation of knowledge about science education from campus to the teaching profession at school 3) also when teaching and developing science teaching in their practice. The work concludes with inspiration for science teacher educators on how to facilitate such development among science teacher students, where the key takeaway is a teacher educator awareness of opening the teacher students for aspects in students learning.

AB - The purpose of the present work has been to create an inspiring framework of the field of research covering second order teaching and its relations to “bildung”, science competencies and scientific literacy. The work covers these relations in as well compulsory school as science teacher education. A competence-oriented teaching at compulsory school level includes cooperation between students to find solutions to problems or challenges. The students must have options for practice and reflections during the process and they must include science knowledge and skills in their solution and process. This mandates a broad and including perception of knowledge in compulsory school as well as teacher education. The work describes that it is important, that teacher students acquire an understanding of science at the same time as they develop skills and knowledge on how to teach science. Teacher students develop their science teaching skills and knowledge 1) in campus arena, 2) in the transformation of knowledge about science education from campus to the teaching profession at school 3) also when teaching and developing science teaching in their practice. The work concludes with inspiration for science teacher educators on how to facilitate such development among science teacher students, where the key takeaway is a teacher educator awareness of opening the teacher students for aspects in students learning.

M3 - Rapport

BT - Dannelse og kompetence i læreruddannelsens dobbeltdidaktiske perspektiv

PB - NAFA

ER -