ABSTRACT

This article addresses how elementary school teachers approach Bildung when planning and monitoring the in-school- and at-home work of 6- and 9-year-old pupils. By examining a national sample of 204 weekly work plans designed by teachers in Norwegian schools, we investigate whether and how curriculum practices acknowledge principles of Bildung by opening up multiple futures through encouraging pupils to engage in meaning-making processes. To identify how work plans structure pupils’ schoolwork, we adopt a system-theoretical framework that distinguishes between conditional and purposive programme forms. The most interesting finding is that a substantial number of the investigated teachers use a purposive programme form. Through specifying objectives and assessment criteria, the teachers expect that pupils will develop and master a set of competencies. Some teachers apply a conditional form by devising work plans that emphasize subject matter content, but most of the work plans combine the two programme forms. By developing a typology of the various combinations, we find that, in addition to the pure conditional approach, a combined approach that provides objectives alongside broad descriptions of teaching content best reflects the principles of Bildung by promoting creative, dialogic interaction between teachers, pupils and parents.

摘要

这篇文章讨论了小学教师如何对待教育在规划和监控 6 岁和 9 岁学生的在校和在家工作时。通过检查由挪威学校教师设计的 204 个每周工作计划的全国样本，我们调查了课程实践是否以及如何通过鼓励学生参与意义创造过程来开辟多种未来来承认教育原则。为了确定工作计划如何构建学生的功课，我们采用了一个系统理论框架来区分有条件和有目的的计划形式。最有趣的发现是，相当多的被调查教师使用有目的的课程形式。通过明确目标和评估标准，教师期望学生发展和掌握一系列能力。一些教师通过制定强调学科内容的工作计划来应用条件形式，但大多数工作计划结合了两种计划形式。通过开发各种组合的类型学，我们发现，除了纯粹的条件方法之外，提供目标以及广泛描述教学内容的组合方法通过促进教师、学生和学生之间的创造性对话互动，最好地反映了教学原则。父母。