{"id":12,"date":"2010-10-14T12:27:34","date_gmt":"2010-10-14T12:27:34","guid":{"rendered":"http:\/\/hrefna.com\/kennslufr\/?p=12"},"modified":"2011-01-26T10:17:14","modified_gmt":"2011-01-26T10:17:14","slug":"akerlind_2003","status":"publish","type":"post","link":"https:\/\/hrefna.com\/kennslufr\/akerlind_2003\/","title":{"rendered":"Um grein eftir Gerlese S. \u00c5kerlind: Growing and Developing as a University Teacher \u2013 Variation in Meaning \u2013 FYRRI HLUTI"},"content":{"rendered":"<div>\n<p><a href=\"http:\/\/www10.tdnet.com\/Search\/Search_Open_URL.asp?sid=google&amp;auinit=GS&amp;aulast=%C3%85Kerlind&amp;atitle=Growing+and+developing+as+a+university+teacher--variation+in+meaning&amp;id=doi:10.1080\/0307507032000122242&amp;title=Studies+in+Higher+Education&amp;volume=28&amp;issue=4&amp;date=2003&amp;spage=375&amp;issn=0307-5079\">Grein \u00far &#8216;<\/a><em><a href=\"http:\/\/www10.tdnet.com\/Search\/Search_Open_URL.asp?sid=google&amp;auinit=GS&amp;aulast=%C3%85Kerlind&amp;atitle=Growing+and+developing+as+a+university+teacher--variation+in+meaning&amp;id=doi:10.1080\/0307507032000122242&amp;title=Studies+in+Higher+Education&amp;volume=28&amp;issue=4&amp;date=2003&amp;spage=375&amp;issn=0307-5079\">Studies in Higher Education, Volume 28, No. 4, October 2003<\/a><\/em><a href=\"http:\/\/www10.tdnet.com\/Search\/Search_Open_URL.asp?sid=google&amp;auinit=GS&amp;aulast=%C3%85Kerlind&amp;atitle=Growing+and+developing+as+a+university+teacher--variation+in+meaning&amp;id=doi:10.1080\/0307507032000122242&amp;title=Studies+in+Higher+Education&amp;volume=28&amp;issue=4&amp;date=2003&amp;spage=375&amp;issn=0307-5079\">&#8216;.<\/a><\/p>\n<p><em>[Eftirfarandi \u00e1 bara vi\u00f0 fyrsta part greinarinnar, <a href=\"..\/akerlind_2003_seinni_hluti\/\">umfj\u00f6llun um s\u00ed\u00f0ari partinn er h\u00e9r<\/a>.]<\/em><\/p>\n<p>\u00dea\u00f0 fyrsta sem \u00e9g rek mig \u00e1 vi\u00f0 lestur \u00feessarar greinar er a\u00f0 \u00e9g hef ekki enska or\u00f0afor\u00f0ann til a\u00f0 skilja hana. \u00a0Leita\u00f0i m\u00e9r \u00fev\u00ed \u00feekkingar \u00e1 netinu. \u00a0Wikipedia hefur \u00feetta a\u00f0 segja um tv\u00f6 or\u00f0 sem \u00e9g haf\u00f0i aldrei s\u00e9\u00f0 \u00e1\u00f0ur:<\/p>\n<ul>\n<li><a href=\"http:\/\/en.wikipedia.org\/wiki\/Phenomenography\"><strong>Phenomenography<\/strong><\/a> is a\u00a0<a title=\"Qualitative research\" href=\"http:\/\/en.wikipedia.org\/wiki\/Qualitative_research\">qualitative research<\/a> <a title=\"Methodology\" href=\"http:\/\/en.wikipedia.org\/wiki\/Methodology\">methodology<\/a>, within the interpretivist\u00a0<a title=\"Paradigm\" href=\"http:\/\/en.wikipedia.org\/wiki\/Paradigm\">paradigm<\/a>, that investigates the qualitatively different ways in which people experience something or think about something (<a title=\"Ference Marton\" href=\"http:\/\/en.wikipedia.org\/wiki\/Ference_Marton\">Ference Marton<\/a>, 1986). Phenomenography, an approach to educational research that appeared in publications in the early 1980s (Marton, 1981; 1986), initially emerged from an\u00a0<a title=\"Empirical\" href=\"http:\/\/en.wikipedia.org\/wiki\/Empirical\">empirical<\/a>rather than theoretical or philosophical basis (\u00c5kerlind, 2005).<\/li>\n<li><a href=\"http:\/\/en.wikipedia.org\/wiki\/Ontological\"><strong>Ontology<\/strong><\/a> is the\u00a0<a title=\"Philosophy\" href=\"http:\/\/en.wikipedia.org\/wiki\/Philosophy\">philosophical<\/a> study of the nature of\u00a0<a title=\"Being\" href=\"http:\/\/en.wikipedia.org\/wiki\/Being\">being<\/a>,\u00a0<a title=\"Existence\" href=\"http:\/\/en.wikipedia.org\/wiki\/Existence\">existence<\/a>or\u00a0<a title=\"Reality\" href=\"http:\/\/en.wikipedia.org\/wiki\/Reality\">reality<\/a> in general, as well as the basic\u00a0<a title=\"Category of being\" href=\"http:\/\/en.wikipedia.org\/wiki\/Category_of_being\">categories of being<\/a> and their relations. Traditionally listed as a part of the major branch of philosophy known as\u00a0<a title=\"Metaphysics\" href=\"http:\/\/en.wikipedia.org\/wiki\/Metaphysics\">metaphysics<\/a>, ontology deals with questions concerning what\u00a0<a title=\"Entities\" href=\"http:\/\/en.wikipedia.org\/wiki\/Entities\">entities<\/a> exist or can be said to exist, and how such entities can be grouped, related within a\u00a0<a title=\"Hierarchy\" href=\"http:\/\/en.wikipedia.org\/wiki\/Hierarchy\">hierarchy<\/a>, and subdivided according to similarities and differences.<\/li>\n<\/ul>\n<p>Hafandi afgreitt \u00feann \u00feekkingarskort h\u00f3f \u00e9g lestur fyrir alv\u00f6ru. \u00a0Greinin skiptist \u00ed nokkra parta, svo \u00fea\u00f0 liggur beinast fyrir a\u00f0 afgrei\u00f0a hvern part s\u00e9r, \u00ed \u00feeirri r\u00f6\u00f0 sem \u00feeir birtast.<\/p>\n<p>Fyrsti parturinn ey\u00f0ir miklu p\u00fa\u00f0ri \u00ed a\u00f0 taka saman fyrri ranns\u00f3knir og finna hva\u00f0 \u00fe\u00e6r eiga sameiginlegt, svo og hva\u00f0 greinir \u00fe\u00e6r a\u00f0.<\/p>\n<p>M\u00e9r s\u00fdnist sem a\u00f0 \u00fea\u00f0 s\u00e9 almennt sam\u00feykki me\u00f0al menntunarfr\u00e6\u00f0inga um a\u00f0 \u00fea\u00f0 s\u00e9u tveir p\u00f3lar \u00ed kennslu<\/p>\n<ol>\n<li>Kennarinn, kennarinn, kennarinn<\/li>\n<li>Nemandinn, nemandinn, nemandinn<\/li>\n<\/ol>\n<p>Kennarami\u00f0a\u00f0i p\u00f3llinn, \u00fear sem kennarinn &#8216;tre\u00f0ur&#8217; uppl\u00fdsingum \u00ed kollinn \u00e1 nemendum, hann endurtekur \u00fe\u00e6r \u00e1 pr\u00f3fi, og \u00fe\u00e6r s\u00ed\u00f0an detta \u00fat flj\u00f3tlega \u00e1 eftir (vegna vannotkunar og tengslaskorts vi\u00f0 anna\u00f0 efni \u00ed kollinum) er almennt talin &#8216;\u00f3\u00e6\u00f0ri&#8217; nemendami\u00f0a\u00f0a p\u00f3lnum. \u00a0 \u00cd nemandami\u00f0a\u00f0ri kennslu \u00a0gengur allt \u00fat \u00e1 a\u00f0 nemandinn fari dj\u00fapt ofan \u00ed efni\u00f0, tengi \u00fea\u00f0 vel og r\u00e6kilega vi\u00f0 anna\u00f0 sem er \u00ed kollinum \u00e1 honum\/henni, og finni s\u00edna eigin lei\u00f0 til a\u00f0 &#8216;adopt the conceptual framework in line with that shared by experts in the field&#8217;.<\/p>\n<p>\u00dear sem fr\u00e6\u00f0imenn ver\u00f0a a\u00f0 finna s\u00e9r eitthva\u00f0 til a\u00f0 r\u00edfast um, \u00fe\u00e1 fylgja miklar spek\u00falasj\u00f3nir um hvort a\u00f0 p\u00f3larnir s\u00e9u \u00ed raun p\u00f3lar, \u00fea\u00f0 er \u00e1 milli \u00feeirra er span \u00fear sem kennsla getur veri\u00f0 \u00fdmis konar blanda af b\u00e1\u00f0um kennslua\u00f0fer\u00f0um (continuous spectrum) &#8211; e\u00f0a hvort a\u00f0 p\u00f3larnir s\u00e9u ekki p\u00f3lar, heldur a\u00f0 \u00f6nnur a\u00f0fer\u00f0in s\u00e9 innifalin \u00ed hinni (hierarchy).<\/p>\n<p>Til a\u00f0 fl\u00e6kja m\u00e1lin enn frekar, \u00fe\u00e1 ve\u00f0ur h\u00f6fundur \u00fat \u00ed \u00fe\u00e1 m\u00fdri a\u00f0 gera greinarmun \u00e1 \u00fev\u00ed sem kennarar stunda, \u00fev\u00ed sem \u00feeir vita af, og \u00fev\u00ed sem \u00feeir svo tr\u00faa. \u00a0\u00c9g les \u00fe\u00e1 umfj\u00f6llun \u00feannig a\u00f0 ef kennari veit ekkert um kennslufr\u00e6\u00f0i, \u00fe\u00e1 detti hann svo til \u00f6rugglega inn \u00ed kennarami\u00f0a\u00f0a kennslu, og fer aldrei \u00fat \u00ed nemendami\u00f0a\u00f0a kennslu. \u00a0Ef kennari hins vegar veit af, e\u00f0a tr\u00fair \u00fev\u00ed a\u00f0 \u00fea\u00f0 s\u00e9u til fleiri a\u00f0fer\u00f0ir, \u00fe\u00e1 geti veri\u00f0 a\u00f0 hann beiti \u00feeim, en \u00fea\u00f0 er samt ekki \u00f6ruggt. \u00a0\u00c9g ver\u00f0 samt a\u00f0 vi\u00f0urkenna a\u00f0 \u00e9g hreinlega skil ekki eftirfarandi setningu: &#8220;I would like to argue for the potentially inclusive nature of relationships between different conceptions of teaching&#8221;. \u00a0 H\u00e9r vantar mynd til \u00fatsk\u00fdringar!<\/p>\n<p>A\u00f0 loknum innganginum sn\u00fdr h\u00f6fundur s\u00e9r a\u00f0 \u00fev\u00ed a\u00f0 kynna uppsetningu og \u00fe\u00e1ttakendur \u00ed ranns\u00f3kn \u00e1 hvernig<\/p>\n<ol>\n<li>h\u00e1sk\u00f3lakennarar upplifa sinn eigin \u00feroska sem kennarar, og<\/li>\n<li>sambandi\u00f0 \u00e1 milli hvernig kennarinn skilur kennslufagi\u00f0 og hva\u00f0a \u00e1hrif \u00fea\u00f0 hefur \u00e1 kennslu kennarans<\/li>\n<\/ol>\n<p>&#8230; (og hva\u00f0 eru m\u00f6rg k \u00ed &#8216;\u00fev\u00ed&#8217;?) \ud83d\ude42<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Grein \u00far &#8216;Studies in Higher Education, Volume 28, No. 4, October 2003&#8216;. [Eftirfarandi \u00e1 bara vi\u00f0 fyrsta part greinarinnar, umfj\u00f6llun um s\u00ed\u00f0ari partinn er h\u00e9r.] \u00dea\u00f0 fyrsta sem \u00e9g rek mig \u00e1 vi\u00f0 lestur \u00feessarar greinar er a\u00f0 \u00e9g hef &hellip; <a href=\"https:\/\/hrefna.com\/kennslufr\/akerlind_2003\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4,25,3],"tags":[5],"class_list":["post-12","post","type-post","status-publish","format-standard","hentry","category-grein","category-ken212f","category-starfskenningar","tag-starfskenning"],"_links":{"self":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts\/12","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/comments?post=12"}],"version-history":[{"count":11,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts\/12\/revisions"}],"predecessor-version":[{"id":274,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts\/12\/revisions\/274"}],"wp:attachment":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/media?parent=12"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/categories?post=12"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/tags?post=12"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}