Mina slutsatser och mitt bidrag till fältet

Paper 3: inVisible theory in pre-service mathematics teachers’ practicum

7.2 Mina slutsatser och mitt bidrag till fältet

De två första artiklarna används för att besvara frågan om bilder av de önskade lärarna, och de två sista om privilegierad kunskap. Frågan om vem som får tillträde till lärarutbildningen diskuteras med utgångspunkt i alla artiklarna.

Bilden av den ämneskunniga läraren framträdde i alla arenorna, och det gjorde även den effektiva läraren, som lyckas med att eleverna når må- len. Fyra skillnader finns mellan arenorna: först, bilden av den födda läraren, den intresserade och den undervisningsskicklige läraren fram- trädde i policy, är bilder som inte tydligt framträdde i lärarutbildningen. För det andra, den privilegierade matematikkunskapen i policy var fär- digheter och minneskunskaper, medan handledare privilegierade ele- vers tid att tänka, som en del i deras deltagande i en matematikdiskurs. För det tredje, ett tredje rum uppstod sällan i VFU-uppgifterna, men istället framträdde det komplexa samspelet mellan lärare, elever och matematik tydligt i mentorssamtalen. För det fjärde, bilden av en lärare stadd i ständig förbättring var synlig i både VFU-uppgifterna och ob- servationsprotokollen.

En första slutsats är att bilden av den födde läraren, som är synlig i policy, utgår från förgivettaganden om lärares egenskaper, som ofta är ir- relevanta för att avgöra vad som är önskvärda egenskaper hos en lärare. En andra slutsats är, att trots att den ämneskunniga läraren var synlig i alla arenor, var synen på vad som är privilegierad kunskap olika mellan arenorna. Dessutom var den privilegierade kunskapen ibland osynlig i lärarutbildningens bedömningsinstrument, som VFU-uppgifter och ob- servationsprotokoll. Detta leder till en förlorad möjlighet att ge studen- terna tillgång till ett tredje rum för teori och praktik att integreras. En tredje slutsats är att, precis som tidigare forskning visat, lärarstudenter förväntas rikta blicken inåt, och förbättra sig själva, snarare än att rikta blicken mot den praktiska eller teoretiska kunskap som skulle kunna fungera som en bas för beslut i och om undervisningen.

Ett bidrag i den här avhandlingen är diskussionen om vem som inklud- eras i bilden av den önskade läraren, och hur synlig och tillgänglig den privilegierade kunskapen är. Min slutsats är det finns potential att göra matematiklärarutbildningen mer tillgänglig utan att sänka kravet på kunskaper, genom att istället utmana exkluderande förväntningar på blivande lärare, och samtidigt synliggöra vilken kunskap som studen- terna förväntas använda som bas för planering, genomförande och ut- värdering av matematikundervisning.

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