• English
    • Norsk
  • English 
    • English
    • Norsk
  • Administration
View Item 
  •   Home
  • Øvrige samlinger
  • Høstingsarkiver
  • CRIStin høstingsarkiv
  • View Item
  •   Home
  • Øvrige samlinger
  • Høstingsarkiver
  • CRIStin høstingsarkiv
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

"You Learn How to Write from Doing the Writing, But You also Learn the Subject and the Ways of Reasoning"

Wittek, Anne Line; Solbrekke, Tone Dyrdal; Helstad, Kristin
Journal article; PublishedVersion; Peer reviewed
View/Open
You+leaern+to+write...LW%2CTDS%2C+KH.pdf (509.2Kb)
Year
2017
Permanent link
http://urn.nb.no/URN:NBN:no-61869

CRIStin
1466029

Metadata
Show metadata
Appears in the following Collection
  • Institutt for pedagogikk [1913]
  • Institutt for lærerutdanning og skoleforskning [406]
  • CRIStin høstingsarkiv [15189]
Original version
Outlines : Critical Social Studies. 2017, 18 (1), 81-108
Abstract
The research question addressed in this paper is: How do the activities of writing mediate knowledge of writing, disciplinary knowledge, and professional knowledge as intertwined sites of learning? To conceptualise the role that writing can take in these complex processes, we apply an analytical framework comprising two core concepts; mediation and learning trajectories. We draw on an empirical study from the context of initial teacher education in Norway. From our analysis, we identify three qualities of writing as important. First, the writing process should include responding to and sharing drafts. Other important qualities include high teacher expectations and continuous reflection. From the perspective adopted here, learning is understood to be distributed and situated. In particular, in situated cultural contexts, collaborative writing can become a significant mediational tool for learning. Initial teacher education seeks to prepare the student teacher for a highly complex professional competency, developing both professionally and in individual subjects. To do so, students must transform social structures and the tools embedded in practices into psychological tools. We contend that writing is one significant tool in moving through complex trajectories of learning towards becoming professional teachers.
 
Responsible for this website 
University of Oslo Library


Contact Us 
duo-hjelp@ub.uio.no


Privacy policy
 

 

For students / employeesSubmit master thesisAccess to restricted material

Browse

All of DUOCommunities & CollectionsBy Issue DateAuthorsTitlesThis CollectionBy Issue DateAuthorsTitles

For library staff

Login
RSS Feeds
 
Responsible for this website 
University of Oslo Library


Contact Us 
duo-hjelp@ub.uio.no


Privacy policy