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Skillnader i variation: Lärares uppfattningar av variationsteori och hur variationsteorin blir en guidande princip
University of Skövde, School of Humanities and Informatics.
2010 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Differences in variation : Teachers´understandings of variation theory and how variation theory becomes a guiding principle (English)
Abstract [en]

The gap between practise and theory is often described in negative words in teachers’ professional lives. Learning study is a model for teachers´ professional development where a theoretical framework is used to enhance practice. The theoretical framework used by teachers in learning study is variation theory. In this study the research object is variation theory and the aim is to present how variation theory becomes a guiding principle to understand teaching and learning processes. Two questions are in focus in this study: In which different ways do teachers understand variation theory? Which are the critical aspects of understanding the variation theory for these teachers? Seven teachers with different experiences of learning study and variation theory have been interviewed. A fenomenographic approach was used to describe different understandings of the phenomena variation theory. To understand and to analyze the data, variation theory also has been used. As a result of the analysis three qualitative different ways in understanding the theory was found; variation is related to teaching activities, variation is related to pupils understanding and variation is related to an object of learning. Through these three categories, critical aspects of understanding variation theory were identified and these aspects point out two learning processes. The implication of this work shows that variation theory becomes a guiding principle to understand teaching and learning, when teachers relate variation to an object of learning, its critical aspects and pupils´ understanding in focus at the same time. The theory becomes a framework for analyzing and for developing teaching and learning when the theory is used in practice. When teachers use the theory in practice, they create knowledge about what is necessary for pupils´ learning. In this way practice create knowledge about the theory just as teachers are learning more about variation theory. The findings can be seen as a contribution to the discussion about theories relevance for teachers´ professional development.

Place, publisher, year, edition, pages
2010. , 56 p.
Keyword [en]
variation theory, critical aspects, awareness, learning study, object of
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:his:diva-4399OAI: oai:DiVA.org:his-4399DiVA: diva2:351560
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2010-12-03 Created: 2010-09-15 Last updated: 2010-12-03Bibliographically approved

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fulltext(586 kB)721 downloads
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf