Kompetence og curriculum - Institut for Uddannelse og Pædagogik ...

Cursiv nr. 1, 2006
Kompetenceudvikling i efteruddannelse for voksne
participants’ own reflections on their experiences and the process of learning during
and alongside the teaching situation. The article focuses on what the students
actually do when they add new skills to old ones. In the analysis the learner’s usual
actions appear as an aspect of everyday learning based on experiences rooted in
everyday life. They reveal hidden connections between different spheres of
experiences and thus give voice to silent horizons.
The analysis reveals that learning mediates different spheres of experiences far
beyond what is ordinarily defined as learning situations and that this among other
is expressed in the (narrative) style. Here it becomes evident that the nature of
learning is „horizon work“ creating openings where extra-phenomena emerge
brought into the classroom by the students (extra-subject, extra-interest etc.). This
phenomenon is particularly evident in students who are clearly oriented towards
form and where an extra-interest is demonstrated in terms of a „skill“ next to or in
addition to the subject or profession they already have, as an ‘extra-subject’ (-trade
or –profession). Furthermore the analysis shows that the participants’ attention to
forming and its effect on learning are neglected resources in further education.
Thus the conclusion suggests that the aesthetically forming dimension of learning
challenge educational and learning research and teaching and pedagogy as well.
Mette Mette Iversen Iversen
Iversen
Ph.d. , Amanuensis og koordinator for Nordisk Netværk for Voksnes Læring
Institut for Curriculumforskning
Danmarks Pædagogiske Universitet
mettei@dpu.dk
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