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نویسندگان
چکیده
Denna artikels tänkbara svar på frågan varför vi har slöjd i den svenska grundskolan är förankrat teorier om motstånd (Senneth, 2008) och kommunikation ledarskap (Hamre m.fl., 2013). Svaret pekar en potential knuten till att lärare medvetet leder elever slöjdundervisningen stannar hos dem under genom erbjuda både krav stöd. Utifrån re-analys av tidigare insamlade videoobservationer beskrivs tre lärare, olika slöjdgrupper, som förhåller sig skilda sätt sina möter externt eller skapar internt pågående slöjdarbete. Analysen syftar fördjupad förståelse hur elevers möte med uppstår detta kan relateras lärares förhållningssätt. De lärarna delvis leda undervisning mer mindre emotionellt stöd, organisatoriskt stöd för lärandet. Genom förhålla till, arbeta språkliggöra motståndet gör deras erfarenheter möten skolslöjd. Keywords: Motstånd, Emotionellt Lärande Organisatoriskt Didaktiskt ledarskap, Re-analys
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ژورنال
عنوان ژورنال: Techne Series: Research in Sloyd Education and Craft Science A
سال: 2021
ISSN: ['1893-1774']
DOI: https://doi.org/10.7577/technea.4218