Et socialkonstruktionistisk perspektiv på læreridentitet

Karoline Ballieu Kjærgaard & Isabella Stokholm

Studenteropgave: Fagmodulprojekt

Abstrakt

Investigated from a social constructionist position, this project examines two different perspectives on teacher identity. These approaches represent two different subject understandings and suggest two aspects on how identity is constructed: 1) the subject as possessing an inner essential as well as immanent values; and 2) the subject as socially constructed through interactions between people and reciprocal positioning. The first understanding of teacher identity is derived from an analysis of Fibæk Laursen's book (2004) ‘Den autentiske lærer - bliv en god og effektiv underviser, hvis du vil (English translation: ‘The authentic teacher - become a good and effective teacher, if you want'). The second perspective is derived from Rom Harré and Luk van Langenhoves ‘Positioning Theory’, and seeks to unfold the complexity of the construction of a teacher's identity. This aspect offers an alternative understanding that is not rooted in an inner essential. Further to discussing the two perspectives, the potential for development of a new perception of identity is addressed. Finally, the project reflects on a social constructionist expression of the concept of authenticity, as this is considered to be a fundamental element in the understanding developed throughout the paper

UddannelserPsykologi, (Bachelor/kandidatuddannelse) Bachelor
SprogDansk
Udgivelsesdato19 dec. 2017
Antal sider30
VejledereChristina Naike Runciman

Emneord

  • Positioneringsteori
  • Læreridentitet
  • Socialkonstruktionisme
  • Rom Harré
  • Luk van Langenhove
  • Bronwyn Davies
  • Per Fibæk Laursen
  • Rolle
  • Positionering
  • Folkeskole
  • Identitet
  • Autenticitet
  • Lærer
  • Elever
  • Psykologi