{"id":491,"date":"2023-02-05T23:06:04","date_gmt":"2023-02-05T23:06:04","guid":{"rendered":"https:\/\/flatarmal.is\/?p=491"},"modified":"2023-03-02T08:48:34","modified_gmt":"2023-03-02T08:48:34","slug":"throunarstarf-um-staerdfraedinam-og-staerdfraedikennslu","status":"publish","type":"post","link":"https:\/\/flatarmal.is\/?p=491","title":{"rendered":"\u00der\u00f3unarstarf um st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m og st\u00e6r\u00f0fr\u00e6\u00f0ikennslu"},"content":{"rendered":"

J\u00f3n\u00edna Vala Kristinsd\u00f3ttir<\/em><\/strong><\/p>\n

Undanfarna \u00e1ratugi hef \u00e9g veri\u00f0 svo heppin a\u00f0 f\u00e1 t\u00e6kif\u00e6ri til a\u00f0 vinna me\u00f0 grunnsk\u00f3lakennurum sem hafa vilja\u00f0 b\u00e6ta st\u00e6r\u00f0fr\u00e6\u00f0ikennslu s\u00edna. \u00dea\u00f0 hefur veri\u00f0 sameiginlegur \u00fer\u00e1\u00f0ur \u00ed starfi \u00feessara kennara a\u00f0 \u00feeir hafa lagt sig eftir a\u00f0 afla s\u00e9r uppl\u00fdsinga um hvernig st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m barna \u00fer\u00f3ast, r\u00e6\u00f0a saman um \u00fea\u00f0 og \u00edgrunda \u00e1 grunni reynslu sinnar sem kennarar. Mikilv\u00e6gur \u00fe\u00e1ttur \u00ed \u00feeirri vinnu hefur veri\u00f0 a\u00f0 sko\u00f0a hvernig \u00feeir sj\u00e1lfir hugsa um og leysa st\u00e6r\u00f0fr\u00e6\u00f0i\u00ferautir og r\u00e6\u00f0a \u00f3l\u00edkar lausnalei\u00f0ir vi\u00f0 f\u00e9laga s\u00edna. \u00deannig hefur \u00feeim gefist t\u00e6kif\u00e6ri til a\u00f0 \u00edgrunda hvernig \u00feeir takast \u00e1 vi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0iverkefni, r\u00e6\u00f0a vi\u00f0 a\u00f0ra um lausnalei\u00f0ir s\u00ednar og r\u00e6\u00f0a hvernig s\u00fa reynsla n\u00fdtist \u00feeim \u00ed kennslu. \u00dea\u00f0 hefur hj\u00e1lpa\u00f0 \u00feeim til a\u00f0 opna augu s\u00edn fyrir hve nemendur \u00feeirra hugsa \u00e1 \u00f3l\u00edkan h\u00e1tt og hvernig \u00feeir geta stutt vi\u00f0 a\u00f0 nemendur geti n\u00fdtt styrkleika s\u00edna \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi.<\/p>\n

Ranns\u00f3knir \u00e1 st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi og \u00fer\u00f3un kennsluh\u00e1tta<\/span><\/h2>\n

Fr\u00e1 s\u00ed\u00f0ari hluta 20. aldar hafa veri\u00f0 ger\u00f0ar \u00f6flugar ranns\u00f3knir v\u00ed\u00f0a um heim \u00e1 st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi og \u00fer\u00f3un st\u00e6r\u00f0fr\u00e6\u00f0ikennara \u00ed starfi. S\u00edmenntun kennara er \u00fear lykilatri\u00f0i. H\u00fan getur falist \u00ed \u00fev\u00ed a\u00f0 s\u00e6kja n\u00e1mskei\u00f0, kynna s\u00e9r ranns\u00f3knir og taka \u00fe\u00e1tt \u00ed n\u00e1mssamf\u00e9lagi me\u00f0 \u00f6\u00f0rum kennurum um st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m (Carpenter o.fl., 2015; Jaworski, 2008; J\u00f3n\u00edna Vala, 210; 2016). Kennararinn l\u00e6rir l\u00edka af samstarfi vi\u00f0 nemendur s\u00edna og \u00fearf a\u00f0 temja s\u00e9r a\u00f0 koma auga \u00e1 og greina \u00fea\u00f0 n\u00e1m sem fram fer innan sk\u00f3lastofunnar. \u00deannig l\u00e6rir hann um hvernig skilningur nemenda \u00fer\u00f3ast og hvernig reynslan af samstarfinu vi\u00f0 nemendur eflir hann sem kennara (Mason, 2011).<\/p>\n

Kennarar \u00feurfa a\u00f0 \u00edgrunda eigin afst\u00f6\u00f0u til st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1ms og gera s\u00e9r grein fyrir hvernig reynsla \u00feeirra af st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi hefur \u00e1hrif \u00e1 kennslu \u00feeirra. Skipulagning kennslu og stu\u00f0ningur vi\u00f0 n\u00e1msferli nemenda \u00fearf a\u00f0 byggja \u00e1 \u00edgrunda\u00f0ri reynslu \u00feeirra og \u00feekkingu (Carpenter o.fl., 2015; Jaworski, 2008; J\u00f3n\u00edna Vala, 2010; 2016). Nemendur \u00feurfa a\u00f0 f\u00e1 t\u00e6kif\u00e6ri til a\u00f0 vinna saman \u00e1 skapandi h\u00e1tt, rannsaka, greina, r\u00f6kr\u00e6\u00f0a og \u00edgrunda reynslu s\u00edna sameiginlega og sty\u00f0ja \u00feannig hvern annan \u00ed n\u00e1minu. \u00cd sl\u00edku umhverfi f\u00e1 \u00feeir t\u00e6kif\u00e6ri til a\u00f0 efla styrkleika s\u00edna og nj\u00f3ta s\u00edn \u00ed n\u00e1mi. Nemendur sem ekki hafa tungum\u00e1l sk\u00f3lans \u00e1 valdi s\u00ednu f\u00e1 \u00fe\u00e1 t\u00e6kif\u00e6ri a\u00f0 nota tungum\u00e1li\u00f0 \u00ed \u00f3l\u00edku samhengi, l\u00e6ra n\u00fd hugt\u00f6k og skerpa skilning sinn \u00e1 \u00feeim (Askew, 2015; Valero o.fl., 2008). \u00deegar b\u00f6rn l\u00e6ra \u00e1 skapandi h\u00e1tt til a\u00f0 efla skilning sinn ver\u00f0ur ferli\u00f0 sj\u00e1lfkrafa samvinna milli \u00feeirra og vi\u00f0 kennara.<\/p>\n

S\u00f6gur \u00far sk\u00f3lastarfi<\/span><\/h2>\n

Eftirfarandi s\u00f6gur \u00far sk\u00f3lastarfi varpa lj\u00f3si \u00e1 hvernig kennarar geta stutt nemendur s\u00edna vi\u00f0 a\u00f0 efla st\u00e6r\u00f0fr\u00e6\u00f0ih\u00e6fni s\u00edna.<\/p>\n

\u00der\u00f3unarverkefni leitt af h\u00e1sk\u00f3lakennara
\n<\/span><\/h3>\n

\"\"<\/p>\n

\"\"<\/p>\n

\u00deessar fr\u00e1sagnir, \u00e1samt fleiri fr\u00e1s\u00f6gnum \u00far kennslustundum kennaranna, ur\u00f0u til \u00feess a\u00f0 \u00feeir f\u00f3ru a\u00f0 endursko\u00f0a hvernig \u00feeir m\u00e1tu h\u00e6fni nemenda sinna. \u00deeir ger\u00f0u s\u00e9r grein fyrir a\u00f0 \u00feeir h\u00f6f\u00f0u ekki \u00edgrunda\u00f0 n\u00f3gu vel hvers konar n\u00e1msmatsverkefni \u00feeir v\u00f6ldu og hver tilgangur matsins var. Nemandinn sem sagt var fr\u00e1 \u00ed fyrri fr\u00e1s\u00f6gninni haf\u00f0i fengi\u00f0 \u00feann d\u00f3m a\u00f0 hann v\u00e6ri slakur \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i en haf\u00f0i styrkleika sem ekki voru metnir \u00e1 \u00feeim pr\u00f3fum sem notu\u00f0 voru til a\u00f0 m\u00e6la h\u00e6fni hans. Hann haf\u00f0i \u00fev\u00ed ekki fengi\u00f0 t\u00e6kif\u00e6ri til a\u00f0 s\u00fdna styrkleika s\u00edna en sj\u00f3num var \u00ed \u00feess sta\u00f0 beint a\u00f0 veikleikum hans sem me\u00f0al annars f\u00f3lust \u00ed erfi\u00f0leikum vi\u00f0 a\u00f0 skr\u00e1 lausnir s\u00ednar eftir fyrirfram gefinni forskrift.<\/p>\n

\u00cd seinni fr\u00e1s\u00f6gninni var sagt fr\u00e1 st\u00falku sem \u00feor\u00f0i a\u00f0 and\u00e6fa \u00feegar h\u00fan taldi \u00e1 s\u00e9r broti\u00f0. Kennarinn notf\u00e6r\u00f0i s\u00e9r \u00fea\u00f0 n\u00e1mssamf\u00e9lag sem h\u00fan var \u00fe\u00e1tttakandi \u00ed til a\u00f0 r\u00e6\u00f0a vandann. H\u00fan haf\u00f0i kjark til a\u00f0 vi\u00f0urkenna a\u00f0 mist\u00f6kin l\u00e1gu \u00ed hvernig n\u00e1msmati\u00f0 var sett fram og a\u00f0 st\u00falkan haf\u00f0i til a\u00f0 bera \u00fe\u00e1 h\u00e6fni sem kennararanir \u00e6tlu\u00f0u s\u00e9r a\u00f0 m\u00e6la hvort h\u00fan hef\u00f0i n\u00e1\u00f0 t\u00f6kum \u00e1 \u00fe\u00f3 h\u00fan hef\u00f0i ekki gefi\u00f0 \u00fea\u00f0 svar sem \u00e6tlast var til a\u00f0 h\u00fan g\u00e6fi.<\/p>\n

\"\"<\/p>\n

\u00cd sk\u00f3lum kennaranna sem \u00fe\u00e1tt t\u00f3ku \u00ed \u00feessu \u00fer\u00f3unarverkefni voru margir nemendur af erlendum uppruna og sumir \u00e1ttu \u00ed erfi\u00f0leikum me\u00f0 a\u00f0 taka \u00fe\u00e1tt \u00ed samr\u00e6\u00f0um um n\u00e1mi\u00f0 \u00e1 \u00edslensku. Kennararnir g\u00e1fu m\u00f6rg d\u00e6mi um hvernig \u00feeir leita\u00f0u lei\u00f0a til a\u00f0 gefa \u00feeim t\u00e6kif\u00e6ri til a\u00f0 nj\u00f3ta s\u00edn \u00ed n\u00e1minu.<\/p>\n

Fr\u00e1sagnirnar h\u00e9r a\u00f0 ofan eiga uppruna sinn \u00ed doktorsranns\u00f3kn minni (J\u00f3n\u00edna Vala, 2016).<\/p>\n

Frumkv\u00e6\u00f0i kennara a\u00f0 samstarfi um \u00fer\u00f3unarstarf<\/span><\/h3>\n

Birna og Freyja \u00e1ttu frumkv\u00e6\u00f0i a\u00f0 margra \u00e1ra \u00fer\u00f3unarsamstarfi um st\u00e6r\u00f0fr\u00e6\u00f0ikennslu \u00ed sk\u00f3la s\u00ednum. \u00der\u00f3unarstarfi\u00f0 h\u00f3fst eftir a\u00f0 \u00fe\u00e6r s\u00f3ttu sumarn\u00e1mskei\u00f0 um st\u00e6r\u00f0fr\u00e6\u00f0ikennslu bygg\u00f0a \u00e1 skilningi barna. \u00de\u00e6r heillu\u00f0ust svo af \u00fev\u00ed sem \u00fe\u00e6r l\u00e6r\u00f0u \u00e1 n\u00e1mskei\u00f0inu a\u00f0 \u00fe\u00e6r \u00e1kv\u00e1\u00f0u a\u00f0 n\u00fdta s\u00e9r \u00fea\u00f0 \u00ed kennslu sinni og fengu samkennara s\u00edna \u00ed \u00e1rganginum til li\u00f0s vi\u00f0 sig. Samstarf \u00feeirra st\u00f3\u00f0 \u00ed m\u00f6rg \u00e1r og haf\u00f0i \u00e9g t\u00e6kif\u00e6ri til a\u00f0 fylgjast me\u00f0 \u00fer\u00f3un.arstarfinu og heims\u00f3tti \u00fe\u00e6r oft \u00ed kennslustundir.<\/p>\n

Eitt sinn heimso\u0301tti \u00e9g Birnu i\u0301 kennslustund \u00feegar \"\"nemendur hennar i\u0301 7. bekk voru a\u00f0 byrja a\u0301 h\u00f3pverkefni sem var i\u0301 na\u0301msefni \u00feeirra. Verkefni\u00f0 fo\u0301lst i\u0301 a\u00f0 gera tillo\u0308gur a\u00f0 fiskabu\u0301rum i\u0301 \u00feremur mismunandi st\u00e6r\u00f0um, 20, 30 og 60 li\u0301tra og koma me\u00f0 \u00ferja\u0301r tillo\u0308gur a\u00f0 lo\u0308gun fyrir hverja st\u00e6r\u00f0.<\/p>\n

\"\"<\/p>\n

Vi\u00f0horf Birnu til nemenda koma sky\u0301rt i\u0301 ljo\u0301s i\u0301 kennslu hennar \u00fear sem hu\u0301n vi\u0301sar til fyrri reynslu nemenda og kallar eftir hugmyndum \u00feeirra og \u00feekkingu sem ny\u0301tist \u00feeim vi\u00f0 lausn verkefnisins en gefur engin fyrirm\u00e6li um hvernig eigi a\u00f0 leysa \u00fea\u00f0. \u00cd samtali vi\u00f0 hana eftir kennslustundina sag\u00f0ist h\u00fan vita a\u00f0 \u00feo\u0301 svo a\u00f0 nemendur hennar hef\u00f0u rannsaka\u00f0 ru\u0301mma\u0301l a\u0301 o\u0301li\u0301ka vegu \u00fea\u0301 hef\u00f0u sumir \u00feeirra enn\u00fea\u0301 a\u00f0eins o\u0301ljo\u0301sa hugmynd um hvernig finna ma\u0301 ru\u0301mma\u0301l hluta. \u00dea\u00f0 sama \u00e1 vi\u00f0 um a\u00f0 finna \u00fat hve miki\u00f0 ry\u0301mi \u00fearf fyrir gefi\u00f0 magn af vo\u0308kva. Hu\u0301n taldi mikilv\u00e6gt a\u00f0 \u00feeir nemendur sem ekki hef\u00f0u na\u0301\u00f0 \u00feessum skilningi fengju a\u00f0 rannsaka hluti og hvatti \u00fea\u0301 \u00feess vegna til a\u00f0 m\u00e6la pappakassa a\u00f0 \u00f3l\u00edkri st\u00e6r\u00f0 a\u0301\u00f0ur en \u00feeir byrju\u00f0u a\u0301 verkefninu. Hu\u0301n gaf li\u0301ka \u00feeim sem o\u0308\u00f0last ho\u0308f\u00f0u \u00feennan skilning t\u00e6kif\u00e6ri til a\u00f0 u\u0301tsky\u0301ra hann fyrir bekkjarfe\u0301lo\u0308gum si\u0301num.<\/p>\n

Stuttu seinna fylgdist \u00e9g me\u00f0 kennslu hj\u00e1 Freyju sem kenndi 7. bekk \u00ed stofunni vi\u00f0 hli\u00f0ina \u00e1 Birnu. Nemendur hennar voru \u00fe\u00e1 a\u00f0 kynna ni\u00f0urst\u00f6\u00f0ur s\u00ednar \u00e1 verkefninu um fiskab\u00farin.<\/p>\n

\"\"<\/p>\n

\u00c9g r\u00e6ddi vi\u00f0 Freyju eftir kennslustundina og spur\u00f0i hana me\u00f0al annars um Tuma. H\u00fan sag\u00f0i a\u00f0 st\u00e6r\u00f0f\u00e6\u00f0ileg hugsun hans v\u00e6ri mj\u00f6g \u00ferosku\u00f0 en hann \u00e6tti erfitt me\u00f0 samskipti vi\u00f0 a\u00f0ra. Hu\u0301n taldi a\u00f0 hinir nemendurnir g\u00e6tu l\u00e6rt margt af honum um st\u00e6r\u00f0fr\u00e6\u00f0i og a\u00f0 hann gr\u00e6ddi miki\u00f0 a\u0301 \u00fevi\u0301 a\u00f0 eiga samskipti vi\u00f0 \u00fea\u0301. Hann nyti si\u0301n best \u00feegar hann g\u00e6ti r\u00e6tt um st\u00e6r\u00f0fr\u00e6\u00f0i.<\/p>\n

Fr\u00e1sagnir \u00far kennslustundum \u00feeirra Birnu og Freyju gefa mynd af sterkum kennurum sem leggja \u00e1herslu \u00e1 samvinnu nemenda \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi, a\u00f0 \u00feeir l\u00e6ri a\u00f0 tala um n\u00e1m sitt og r\u00f6ksty\u00f0ja lausnalei\u00f0ir s\u00ednar. \u00de\u00e6r fylgjast me\u00f0 vinnu nemenda, hlusta \u00e1 \u00fe\u00e1 og r\u00e6\u00f0a vi\u00f0 \u00fe\u00e1 um st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi\u00f0. Verkefni\u00f0 sem \u00feeir voru a\u00f0 f\u00e1st vi\u00f0 var fl\u00f3ki\u00f0 og \u00fev\u00ed \u00feurftu \u00feeir g\u00f3\u00f0an t\u00edma til a\u00f0 rannsaka alla \u00fe\u00e6tti \u00feess, setja fram tilg\u00e1tur og r\u00e6\u00f0a \u00fe\u00e6r. Birna hvatti nemendur s\u00edna til a\u00f0 rifja upp ranns\u00f3knir s\u00ednar \u00ed fyrsta hluta verkefnisins, en \u00fe\u00e6r a\u00f0veldu\u00f0u \u00feeim a\u00f0 sj\u00e1 fyrir s\u00e9r hve st\u00f3r fiskab\u00farin \u00feyrftu a\u00f0 vera. \u00deegar \u00ed lj\u00f3s kom a\u00f0 sumir nemendur voru enn \u00ed vandr\u00e6\u00f0um me\u00f0 a\u00f0 \u00e1tta sig \u00e1 sambandi l\u00edtra og r\u00famsent\u00edmetra st\u00f6\u00f0va\u00f0i h\u00fan kennslustundina til a\u00f0 f\u00e1 \u00fe\u00e1 til a\u00f0 r\u00e6\u00f0a um vandann. Fr\u00e1s\u00f6gnin af \u00fev\u00ed hvernig Freyja br\u00e1st vi\u00f0 \u00feegar nemandi gat ekki \u00fatsk\u00fdrt lausnalei\u00f0 s\u00edna, \u00feannig a\u00f0 samnemendur hans skildu \u00fatsk\u00fdringar hans, er d\u00e6mi um hvernig h\u00e6gt er a\u00f0 sty\u00f0ja nemendur vi\u00f0 a\u00f0 n\u00fdta styrkleika s\u00edna og hj\u00e1lpa \u00feeim vi\u00f0 a\u00f0 au\u00f0ga n\u00e1mssamf\u00e9lagi\u00f0 \u00ed sk\u00f3lastofunni.<\/p>\n

N\u00e1nar m\u00e1 lesa um \u00feetta \u00fer\u00f3unarstarf \u00ed grein \u00ed Netlu (J\u00f3n\u00edna Vala, 2010).<\/p>\n

D\u00e6min sem gefin hafa veri\u00f0 h\u00e9r um \u00fer\u00f3unarstarf og samvinnu kennara um st\u00e6r\u00f0fr\u00e6\u00f0ikennslu varpa lj\u00f3si \u00e1 hvernig sameiginleg \u00edgrundun um st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m og -kennslu sty\u00f0ur kennara vi\u00f0 a\u00f0 b\u00e6ta kennslu s\u00edna. Grundv\u00f6llurinn a\u00f0 sl\u00edku \u00fer\u00f3unarstarfi er a\u00f0 kennarar afli s\u00e9r n\u00fdrrar \u00feekkingar um hvernig f\u00f3lk l\u00e6rir st\u00e6r\u00f0fr\u00e6\u00f0i og tengi vi\u00f0 eigin reynslu. Mikilv\u00e6gur \u00fe\u00e1ttur \u00ed \u00fev\u00ed er a\u00f0 \u00edgrunda eigi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m, gl\u00edma saman vi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0iverkefni, r\u00e6\u00f0a og r\u00f6ksty\u00f0ja og setja sig \u00ed a\u00f0st\u00e6\u00f0ur sem kennarar vilja skapa nemendum s\u00ednum. \u00de\u00e1 er ekki s\u00ed\u00f0ur mikilv\u00e6gt a\u00f0 f\u00e1 t\u00e6kif\u00e6ri til a\u00f0 r\u00e6\u00f0a um kennslu s\u00edna, f\u00e1 sj\u00f3narhorn annarra kennara \u00e1 \u00fea\u00f0 sem veri\u00f0 er a\u00f0 gl\u00edma vi\u00f0 og \u00f6\u00f0last \u00feannig n\u00fdtt sj\u00f3narhorn \u00e1 eigin kennslu. St\u00f3r \u00fe\u00e1ttur \u00ed sl\u00edku \u00fer\u00f3unarstarfi er a\u00f0 f\u00e1 t\u00e6kif\u00e6ri til a\u00f0 taka \u00fe\u00e1tt \u00ed kennslustundum me\u00f0 samkennurum. \u00de\u00e1 gefst t\u00e6kif\u00e6ri til a\u00f0 r\u00e6\u00f0a \u00fea\u00f0 sem fram f\u00f3r og \u00fe\u00e1 \u00f3l\u00edku s\u00fdn sem mismunandi einstaklingar hafa \u00e1 \u00fea\u00f0.<\/p>\n

N\u00e1mskei\u00f0 Menntafl\u00e9ttu<\/h2>\n

Fr\u00e1 \u00fev\u00ed hausti\u00f0 2017 hafa kennarar \u00ed st\u00e6r\u00f0fr\u00e6\u00f0imenntun vi\u00f0 Menntav\u00edsindasvi\u00f0 H\u00ed og Mi\u00f0st\u00f6\u00f0 sk\u00f3la\u00fer\u00f3unar HA sta\u00f0i\u00f0 a\u00f0 starfs\u00fer\u00f3unarn\u00e1mskei\u00f0um um st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m og -kennslu og \u00fer\u00f3a\u00f0 vinnubr\u00f6g\u00f0 \u00e1 n\u00e1mskei\u00f0unum. Fyrirmyndin er s\u00f3tt \u00e1 vef Skolverket \u00ed Sv\u00ed\u00fej\u00f3\u00f0, L\u00e4rportalen<\/a> og f\u00e9kkst leyfi til a\u00f0 nota efni af vefnum og \u00fe\u00fd\u00f0a. Markmi\u00f0i\u00f0 me\u00f0 n\u00e1mskei\u00f0unum er a\u00f0 sty\u00f0ja vi\u00f0 n\u00e1mssamf\u00e9l\u00f6g um st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m og -kennslu \u00ed sk\u00f3lum.<\/p>\n

N\u00e1mskei\u00f0in n\u00e1 yfir heilt sk\u00f3la\u00e1r. Kennararnir kynna s\u00e9r lesefni og myndefni um st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m og -kennslu og reyna \u00ed kennslu sinni \u00feau vi\u00f0fangsefni sem \u00fear eru kynnt.<\/p>\n

\"\"<\/p>\n

Ferli\u00f0 byggir \u00e1 \u00fer\u00f3unarhring me\u00f0 fj\u00f3rum skrefum.<\/p>\n

N\u00e1mskei\u00f0in byggja \u00e1 ranns\u00f3knum \u00e1 \u00fev\u00ed hva\u00f0 einkennir faglega starfs\u00fer\u00f3un. Kerfisbundin \u00fer\u00f3unarverkefni sem standa \u00ed langan t\u00edma eru \u00fear lykilatri\u00f0i. \u00c1hersla \u00fearf a\u00f0 vera \u00e1 vi\u00f0fangsefni sem kennarar pr\u00f3fa \u00ed daglegu starfi, sko\u00f0a \u00fea\u00f0 sem fram fer \u00ed sk\u00f3lastofunni og \u00edgrunda \u00fea\u00f0. St\u00e6r\u00f0fr\u00e6\u00f0ilegt inntak og n\u00e1m nemenda \u00fearf a\u00f0 vera \u00ed forgrunni og verkefnin \u00feurfa a\u00f0 samr\u00e6mast markmi\u00f0um og forgangsr\u00f6\u00f0un \u00ed sk\u00f3lum \u00feeirra (Desimone, 2009; Timperley, 2011).<\/p>\n

N\u00e1mssamf\u00e9l\u00f6g \u00fear sem kennarar deila hver me\u00f0 \u00f6\u00f0rum, skilningi s\u00ednum \u00e1 e\u00f0li g\u00f3\u00f0rar kennslu, skapa s\u00e9rstaklega g\u00f3\u00f0 skilyr\u00f0i til starfs\u00fer\u00f3unar kennara. \u00dear skiptir sk\u00f6pum a\u00f0 vinna saman a\u00f0 \u00fev\u00ed a\u00f0 skipuleggja og b\u00e6ta kennslu, pr\u00f3fa n\u00fdjar lei\u00f0ir og \u00edgrunda \u00fe\u00e6r saman (Hammerness, Darling-Hammond & Bransford, 2005). Fagmennska byggir \u00e1 \u00fev\u00ed a\u00f0 ma\u00f0ur ver\u00f0i me\u00f0vita\u00f0ur um \u00fea\u00f0 sem ma\u00f0ur gerir \u00ed starfi s\u00ednu, hva\u00f0 og hvers vegna ma\u00f0ur gerir \u00fea\u00f0 og hva\u00f0 anna\u00f0 ma\u00f0ur g\u00e6ti gert.<\/p>\n

Fr\u00e1 haustinu 2021 hefur Menntav\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands \u00ed samstarfi vi\u00f0 H\u00e1sk\u00f3lann \u00e1 Akureyri og Kennarasamband \u00cdslands sta\u00f0i\u00f0 fyrir n\u00e1mskei\u00f0um fyrir fagf\u00f3lk sem starfar vi\u00f0 menntun og kallast \u00feau Menntafl\u00e9ttun\u00e1mskei\u00f0. N\u00e1mskei\u00f0in byggja \u00e1 \u00fev\u00ed a\u00f0 sty\u00f0ja vi\u00f0 faglegt starf \u00ed leik-, grunn- og framhalds\u2013sk\u00f3lum og t\u00f3mstunda- og fr\u00edstundastarfi. Fyrirmyndin a\u00f0 n\u00e1mskei\u00f0unum er s\u00f3tt til Skolverket og byggja a\u00f0 hluta til \u00e1 frumkv\u00f6\u00f0lastarfi lei\u00f0togan\u00e1mskei\u00f0anna um st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m og -kennslu. Fr\u00e1sagnirnar \u00ed \u00feessari grein eru af kennurum sem teki\u00f0 hafa \u00fe\u00e1tt \u00ed n\u00e1mskei\u00f0um og \u00fer\u00f3unarstarfi sem byggja \u00e1 \u00feeim ranns\u00f3knum og hugmyndafr\u00e6\u00f0i sem Menntafl\u00e9ttan byggir \u00e1.<\/p>\n

Heimildir<\/span><\/h2>\n

Askew, M. (2015). Diversity, inclusion and equity in mathematics classrooms: From individual problems to collective possibility. \u00cd A. Bishop, H. Tan, & T. N. Barkatsas (ritstj.), Diversity in mathematics education: Towards inclusive practices<\/em> (bls. 129\u2013145). Springer. Doi: 10.1007\/978-3-319-05978-5<\/p>\n

Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L.\u00a0\u00a0og Empson, S. B. (2015).\u00a0Children\u2019s mathematics: Cognitively guided instruction\u00a0<\/em>(2. \u00fatg). Heinemann.<\/p>\n

Desimone, L.M. (2009). Improving impact studies of teachers\u2019 professional development: Toward better conceptualizations and measures. Educational Researcher, 38<\/em>(3), 181\u2013199.<\/p>\n

Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. \u00cd L. Darling-Hammond, & J. Bransford\u00a0 (ritstj.), Preparing teachers for a changing world: What teachers should learn and be able to do <\/em>(bls. 358\u2013389). Jossey-Bass.<\/p>\n

Jaworski, B. (2008). Building and sustaining inquiry communities in mathematics teaching development. \u00cd K. Krainer, & T. Wood (ritstj.), The international handbook of mathematics teacher education. Vol. 3: <\/em>Participants in mathematics teacher education <\/em>(bls. 309\u2013330). Sense Publishers.<\/p>\n

J\u00f3n\u00edna Vala Kristinsd\u00f3ttir. (2010). Samf\u00e9lag kennara sem hvetur til \u00edgrundunar um n\u00e1m barna: Ranns\u00f3kn \u00e1 \u00fer\u00f3un st\u00e6r\u00f0fr\u00e6\u00f0ikennslu \u00e1 mi\u00f0stigi grunnsk\u00f3la. R\u00e1\u00f0stefnurit Netlu \u2013 Menntakvika 2010<\/em>. https:\/\/netla.hi.is\/serrit\/2010\/menntakvika2010\/018.pdf<\/a><\/p>\n

J\u00f3n\u00edna Vala Kristinsd\u00f3ttir. (2016). Collaborative inquiry into mathematics teaching: Developing a partnership in researching practice in primary grades and teacher education <\/em>(doktorsritger\u00f0). <\/em>H\u00e1sk\u00f3li \u00edslands, Menntav\u00edsindasvi\u00f0. https:\/\/hdl.handle.net\/20.500.11815\/216<\/a><\/p>\n

Mason, J. (2011). Noticing: Roots and branches. \u00cd M. G. Sherin, V. R. Jacobs, & R. A. Philipp (ritstj.), Mathematics teacher noticing: Seeing through teachers’ eyes<\/em> (bls. 33\u201350). Routledge.<\/p>\n

Matematiklyftet \u2013 kollegialt l\u00e4rande f\u00f6r matematikl\u00e4rare<\/a>. Skolverket.<\/p>\n

Timperley, H.S. (2011). Realizing the power of professional learning. <\/em>Open University Press\/McGraw Hill.<\/p>\n

Valero, P., Meaney, T., Alr\u00f8, H., Fairhall, U., Skovsmose, O. & Trinick, T. (2008). School mathematical discourse in a learning landscape: Understanding mathematics education in multicultural settings. Nordic Studies in Mathematics Education<\/em>, 13<\/em>(4), 69\u201394.<\/p>\n

 <\/p>\n

J\u00f3n\u00edna Vala Kristinsd\u00f3ttir er doktor \u00ed st\u00e6r\u00f0fr\u00e6\u00f0imenntun og starfa\u00f0i vi\u00f0 Menntav\u00edsindasvi\u00f0 H\u00e1sk\u00f3la \u00cdslands.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

J\u00f3n\u00edna Vala Kristinsd\u00f3ttir Undanfarna \u00e1ratugi hef \u00e9g veri\u00f0 svo heppin a\u00f0 f\u00e1 t\u00e6kif\u00e6ri til a\u00f0 vinna me\u00f0 grunnsk\u00f3lakennurum sem hafa vilja\u00f0 b\u00e6ta st\u00e6r\u00f0fr\u00e6\u00f0ikennslu s\u00edna. \u00dea\u00f0 hefur veri\u00f0 sameiginlegur \u00fer\u00e1\u00f0ur \u00ed starfi \u00feessara kennara a\u00f0 \u00feeir hafa lagt sig eftir a\u00f0 afla s\u00e9r uppl\u00fdsinga um hvernig st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m barna \u00fer\u00f3ast, r\u00e6\u00f0a saman um \u00fea\u00f0 og \u00edgrunda \u00e1…<\/p>\n","protected":false},"author":1,"featured_media":506,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-491","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/491","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=491"}],"version-history":[{"count":9,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/491\/revisions"}],"predecessor-version":[{"id":517,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/491\/revisions\/517"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/media\/506"}],"wp:attachment":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=491"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=491"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=491"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}