Publikationer

This article presents a case study of a school class for children with special needs in a Greenlandic elementary school, where education outside the classroom (EOtC) is practised by using hunting and other traditional use of Greenlandic nature as a foundation for interdisciplinary teaching. The students live in a residential institution because they have been exposed to neglect and traumatic events at home. That has caused that they have been relocated from their family and hometown and have changed school. The study examines how students respond to school, when hunting, the Greenlandic dog sled and traditional use of Greenlandic plants are used in the school’s lessons. Observation and interviews show that this form of teaching motivates students and have at positive impact on their academic performance and social and personal development. Mastery experiences, authenticity, a smooth room and positive relationships between teacher and student as well as between students are important elements in this positive experience of school. The research can provide inspiration for a pedagogy in the Greenlandic elementary school that creates motivation and interest for school. It would be relevant to study if this way of practice EOtC will have any long-term effect on the students.

The development project The Teacher Student as Educational Designers was initiated in 2018 at the Teachers’ Training College (TTC) at University of Greenland, aiming to increase the teacher students´ competences as educational designers with a focus on teaching adults. During the project, students were involved in planning, execution, and evaluation of teaching at TTC, and participated in reflections and dialogues in student teams. The project was based on the assumption that teaching competence is developed through reflections at three competence levels, cf. Erling Lars Dale, and that students´ motivation is increased when three basic psychological needs are met cf. The Self-Determination Theory (Ryan & Deci, 2000). The findings presented in this article are based on 41 students´ answers in a standardized qualitative evaluation form, and the four authors’ reflections on the project. The students’ answers were analyzed based on Anja Gabrielsen’s approach to Constructing Grounded Theory (Gabrielsen, 2018). The students’ answers underlined six categories: Group work, Teachers competencies, Dissemination promotes professional understanding, Language of instruction, Peer to peer, Body and learning and Second order pedagogy, indicating which educational design competences the students´ were developing through the project; relational competence, classroom management competence and educational design competence, respectively. The project also contributed to the development of teacher identity and increased the teacher students’ ability for reflection, both in relation to their own learning, different roles in group work, teaching of fellow students as well as reflections on second order pedagogy. The pedagogical space provided by the development project supported the teacher students to work at Dale’s three competence levels. The project allowed for co-creative teaching and an open framework for the educational design, which increased the students´ teacher competences and motivation.

I denne artikel beskrives ph.d.-projektet "Elevers stavelses- og morfemiske læsestrategier på yngstetrinnet". En undersøgelse af læseundervisningen i didaktisk perspektiv i faget grønlandsk, hvor eyetracking bliver brugt som en del af empirisamling. I skrivende stund har jeg været på feltarbejde på to skoler, hvor skolernes elever i 2. og 3. klasse deltog i projektet.

Forsøg med fjernundervisning i engelsk på to bygdeskoler i Sydgrønland. Elever på alle klassetrin havde i en periode ugentlige samtaler på engelsk af minimum fem minutters varighed med en lærer i Kenya. Den didaktiske rammesætning rettede sig mod, at eleverne udviklede et funktionelt mundtligt engelsk. Elever på alle niveauer udviklede deres mundtlige engelsk, samtidig med at et positivt forhold til det engelske sprog og til at anvende engelsk blev opbygget. Eleverne udviklede desuden selvforvaltning og modenhed. Forsøget skabte desuden professionsudvikling hos deltagende lærere.