Lærerstuderendes studiepraksis
Forfattere
Birkelund, Marlene Finderup ; Djurhuus, Drós
Semester
4. semester
Uddannelse
Udgivelsesår
2016
Afleveret
2016-05-31
Antal sider
167
Abstract
Dette speciale undersøger, hvordan Studieaktivitetsmodellen er blevet til, og hvad der sker, når den bruges i praksis på bacheloruddannelser på professionshøjskoler. Modellen bruges til forventningsafstemning om, hvad fuldtidsstudier indebærer. Vi spørger: Hvordan fungerer modellen som en objektiv struktur, der guider lærerstuderendes forståelse af 'god studiepraksis'? Og hvilke andre mulighedsbetingelser er med til at forme, hvordan lærerstuderende udøver god studiepraksis? Vi undersøger både de formelle strukturer omkring modellen og lærerstuderendes oplevelser. Tilgangen bygger på Pierre Bourdieus strukturalistiske konstruktivisme og hans praksisteori. Casestudiet omfatter semistrukturerede interviews med en senior projektleder på en professionshøjskole og fem lærerstuderende samt policylæsninger, dokumentanalyse af Studieaktivitetsmodellen, observationer og en spørgeskemaundersøgelse. Analysen er desuden inspireret af den danske antropolog Cathrine Hasses brug af begrebet 'sprezzatura' (at få indsats til at se ubesværet ud). Analysen viser, at modellens tilblivelse og implementering er præget af både internationale og nationale politikker. Vi finder forbindelser mellem Studieaktivitetsmodellen og blandt andet Bologna Declaration og Danish Quality Declaration. Disse politikker er medkonstruerende for de mulighedsbetingelser, der definerer, hvad der tæller som legitimt fuldtidsstudie. Vi finder også, at modellen, herunder opdelingen af studieaktiviteter i fire kategorier, fungerer som en objektiv struktur for lærerstuderendes studiepraksis og deres forståelse heraf. Fordi modellen opfattes som legitim, giver den legitimitet til studieadfærd, der afspejler dens fire kategorier, og den påvirker studerendes forståelse af, hvordan man er en 'god studerende'. Samtidig formes de studerendes praksisser og forståelser ikke kun af modellen, men også af, hvad holdet eller kohorten opfatter som god studiepraksis. De relationelle forhold er medkonstruerende for mulighedsbetingelserne for at udøve god studiepraksis, men disse forhold indgår ikke i Studieaktivitetsmodellen.
This thesis investigates how the Study Activity Model was developed and what happens when it is used in practice in bachelor programmes at university colleges. The model is used to align expectations about what full-time study involves. We ask: In what way does the model act as an objective structure that guides student teachers' ideas of 'good study practice'? And what other conditions help shape how student teachers practise studying well? We examine both the formal structures around the model and student teachers' lived experiences. Our approach is grounded in Pierre Bourdieu's structuralist constructivism and his theory of practice. The case study draws on semi-structured interviews with one senior project manager at a university college and five student teachers, as well as policy readings, a document analysis of the Study Activity Model, observations, and a survey. Our analysis was also inspired by Danish anthropologist Cathrine Hasse's use of the concept of 'sprezzatura' (making effort appear effortless). Our analysis shows that the model's creation and implementation are shaped by both international and national policies. We find links between the Study Activity Model and the Bologna Declaration and the Danish Quality Declaration. These policies co-construct the conditions that define what counts as legitimate full-time study. We also find that the model, including its division of study activities into four categories, functions as an objective structure for student teachers' study practices and their understanding of them. Because the model is seen as legitimate, it lends legitimacy to study behaviours that mirror its four categories and helps shape students' ideas of how to be 'good students'. At the same time, students' practices and understandings are not shaped by the model alone. They are also formed by what their team or cohort recognises as good study practice. These relational aspects co-construct the conditions for practising good study habits, yet they are not captured by the Study Activity Model.
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