hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Elevcentrerade undervisningsfilosofier som pedagogisk paradox
University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
2007 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 3, p. 37-52Article in journal (Refereed) Published
Abstract [en]

Student centered philosophies of teaching as pedagogical paradox.The idea of student centered teaching is complex. In this study I approachthis subject by the notion of student activity and student discovery. Through these concepts the idea of having the student as point of departure becomes most distinct in the sense that the teachers knowledge is put more or less in the background in order to support the knowledge of the student. This idea may, however, be problemized by investigating the social interaction in the classroom. Through an empirical and theoretical investigation of typical situations in the classroom I develop three main conclusions: the student is always a subject in a web of social interactions with other participants, and

not a private discoverer; the active and discovering student is more or less dependent on the teachers professionally recognized knowledge, and, finally; some students are better prepared for doing active discoveries than other students, which makes their dependence on the teacher even more visible. It is argued that the notion of activity and discovery has to be reformulated to include the social interaction with the teacher in order to be a practical possibility in the everyday life of the classroom.

Place, publisher, year, edition, pages
2007. Vol. 16, no 3, p. 37-52
Keywords [en]
student centered, activity and discovery, interaction, paradox
Identifiers
URN: urn:nbn:se:hig:diva-1172OAI: oai:DiVA.org:hig-1172DiVA, id: diva2:117834
Available from: 2008-01-10 Created: 2008-01-10 Last updated: 2018-03-13Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Abstract

Authority records BETA

Liljestrand, Johan

Search in DiVA

By author/editor
Liljestrand, Johan
By organisation
Ämnesavdelningen för pedagogik
In the same journal
Utbildning och Demokrati

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 714 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf