{"id":165,"date":"2010-12-30T20:42:59","date_gmt":"2010-12-30T20:42:59","guid":{"rendered":"http:\/\/hrefna.com\/kennslufr\/?p=165"},"modified":"2011-01-26T10:15:16","modified_gmt":"2011-01-26T10:15:16","slug":"akerlind_2003_seinni_hluti","status":"publish","type":"post","link":"https:\/\/hrefna.com\/kennslufr\/akerlind_2003_seinni_hluti\/","title":{"rendered":"Um grein eftir Gerlese S. \u00c5kerlind: Growing and Developing as a University Teacher \u2013 Variation in Meaning \u2013 SEINNI HLUTI"},"content":{"rendered":"

Grein \u00far \u2018<\/a>Studies in Higher Education, Volume 28, No. 4, October 2003<\/a><\/em>\u2018.<\/a><\/p>\n

[Eftirfarandi \u00e1 vi\u00f0 um s\u00ed\u00f0ar part greinarinnar, umfj\u00f6llun um fyrri partinn birtist \u00e1\u00f0ur h\u00e9r<\/a>.]<\/em><\/p>\n

S\u00ed\u00f0ari hluti greinarinnar eftir \u00c5kerlind fjallar um hans eigin greiningu\/ni\u00f0urst\u00f6\u00f0ur \u00e1 vi\u00f0t\u00f6lum vi\u00f0 28 kennara. \u00a0Hann kemst a\u00f0 \u00feeirri ni\u00f0urst\u00f6\u00f0u a\u00f0 kennarar upplifi framfarir\/\u00feroska\/\u00fer\u00f3un \u00e1 \u00feremur svi\u00f0um<\/p>\n

    \n
  1. “\u00de\u00e6gindi” kennslu, \u00fea\u00f0 er auki\u00f0 sj\u00e1lfstraust kennara, og\/e\u00f0a kennsla ver\u00f0ur \u00e1reynsluminni (Teacher Comfort)<\/li>\n
  2. \u00deekking og h\u00e6fni eykst, kennari \u00feekkir n\u00e1msefni\u00f0 betur og kann fleiri kennslu-trikk\/lei\u00f0ir\/a\u00f0fer\u00f0ir (Teaching Practice)<\/li>\n
  3. Nemendur l\u00e6ra betur (Student Learning)<\/li>\n<\/ol>\n

    Fyrstu tveir flokkarnir eiga vi\u00f0 um kennarann sj\u00e1lfan, en s\u00e1 s\u00ed\u00f0asti \u00e1 vi\u00f0 um a\u00f0ra en kennarann.<\/p>\n

    \u00c1 m\u00f3ti skiptir hann tegund kennslu \u00ed fj\u00f3ra flokka<\/p>\n

      \n
    1. Kennari sem sendir (Teacher Transmission)<\/li>\n
    2. \u00c1hersla \u00e1 tengsl vi\u00f0 nemendur (Student Relations)<\/li>\n
    3. \u00c1hersla \u00e1 virkni nemenda (Student Engagement)<\/li>\n
    4. \u00c1hersla \u00e1 n\u00e1m nemenda (Student Learning)<\/li>\n<\/ol>\n

      Fyrri tveir flokkarnir eru ‘kennarami\u00f0a\u00f0i\u00f0’ \u00e1 me\u00f0an s\u00ed\u00f0ari tveir flokkarnir eru ‘nemendami\u00f0a\u00f0ir’.<\/p>\n

      Restin af greininni fjallar um innbyr\u00f0is tengsl \u00feessara flokka, og hva\u00f0a tegundir \u00fer\u00f3unar\/\u00feroska kennara tengist hva\u00f0a kennsluh\u00e1ttum. \u00a0Fyrir mig pers\u00f3nulega \u00fe\u00e1 fannst m\u00e9r \u00fea\u00f0 minna \u00e1hugavert heldur en flokkunin sj\u00e1lf, en \u00fe\u00f3 get \u00e9g \u00edmynda\u00f0 m\u00e9r a\u00f0 minn eiginn kennsluferill muni\/geti fylgt \u00fev\u00ed sem \u00fearna er lagt fram.<\/p>\n

      \u00c5kerlind gerir nokku\u00f0 \u00far \u00fev\u00ed a\u00f0 sumar tegundir \u00fer\u00f3unar\/\u00feroska gerist ekki fyrir allar tegundir kennslu. \u00a0Ef kennsla er af “teacher transmission” toga, \u00fe\u00e1 er er \u00feroski kennarans eing\u00f6ngu s\u00e1 a\u00f0 “\u00fe\u00e6gindi kennslu” aukast.<\/p>\n

      Hafandi fari\u00f0 \u00ed gegnum \u00feetta n\u00e1mskei\u00f0, \u00fe\u00e1 b\u00fdst \u00e9g vi\u00f0 a\u00f0 \u00e9g s\u00e9 n\u00fa or\u00f0in me\u00f0vitu\u00f0 um \u00feessar mismunandi kennslu-tegundir, og eigi \u00fev\u00ed h\u00e6gara en ella a\u00f0 tileinka m\u00e9r (e\u00f0a stefna \u00e1) “\u00e6\u00f0ri” kennslua\u00f0fer\u00f0ir en bara “\u00fatsendingu sta\u00f0reynda”. \u00a0\u00deannig hef \u00e9g gert tilraunir til a\u00f0 virkja nemendur (Student Engagement), og reyni a\u00f0 vera me\u00f0vitu\u00f0 um tengsl vi\u00f0 nemendur (Student Relations). \u00a0\u00c9g hef hins vegar ekki h\u00e6tt m\u00e9r \u00ed ‘dj\u00fapu laugina’ \u00fea\u00f0 er “Student Learning”, nema a\u00f0 mj\u00f6g litlu leyti.<\/p>\n

      \u00dea\u00f0 er hins vegar gott til \u00feess a\u00f0 vita a\u00f0 ma\u00f0ur m\u00e1 b\u00faast vi\u00f0 a\u00f0 ver\u00f0a (vonandi) ‘betri’ kennari me\u00f0 \u00e1runum.<\/p>\n","protected":false},"excerpt":{"rendered":"

      Grein \u00far \u2018Studies in Higher Education, Volume 28, No. 4, October 2003\u2018. [Eftirfarandi \u00e1 vi\u00f0 um s\u00ed\u00f0ar part greinarinnar, umfj\u00f6llun um fyrri partinn birtist \u00e1\u00f0ur h\u00e9r.] S\u00ed\u00f0ari hluti greinarinnar eftir \u00c5kerlind fjallar um hans eigin greiningu\/ni\u00f0urst\u00f6\u00f0ur \u00e1 vi\u00f0t\u00f6lum vi\u00f0 28 … Continue reading →<\/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":[25,3],"tags":[],"class_list":["post-165","post","type-post","status-publish","format-standard","hentry","category-ken212f","category-starfskenningar"],"_links":{"self":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts\/165","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=165"}],"version-history":[{"count":11,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts\/165\/revisions"}],"predecessor-version":[{"id":270,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts\/165\/revisions\/270"}],"wp:attachment":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/media?parent=165"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/categories?post=165"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/tags?post=165"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}