I spenn mellom «education» og «pädagogik» : En autoetnografisk studie av uro i møte med pedagogisk praksis

Abstract

This master thesis started as a desire to get a wider understanding of what I could not articulate my feelings of frustration and worry around in my pedagogical practice. The aim of this project is to provide increased understanding of the peculitarity of pedagogic as a discipline and a practice. This has led me to the main topic question How can a pedagogical pratice be understood by focusing on a teachers personal narratives? The research questions is connected to the the main aim of this project and is articulatedas1) Which implications can the introduction of «livsmestring» (nearest translation can be to cope life) have in the norwegian school? And 2) How can the existential aspects of the pedagogical practice be experienced? I have used the method autoethnography in this project, and the specific form personal narrative. This means that I am the only informant, and that I have based my project on a first-person perspective on pedagogical practice. I have used a reflexive thematic analysis of the personal narratives. The movement between theoretical and empirical aspects; and between the parts and the whole, has led me to an understanding that the worried feeling Ihave been trying to articulate, could be connected to the feeling of not experiencing that the pedagogic as a peculitarity could fit in to the norwegian school system as it is developing today, against a more psychological pedagogic. Key words: pedagogic existence teacher autoethnography