The reception of Vygotsky in pedagogical literature for Norwegian teacher education

• Authors: Ann-Cathrin Faldet , Thor André Skrefsrud

Title variants

PL

Postrzeganie Wygotskiego w literaturze pedagogicznej w norweskim kształceniu nauczycieli

Abstracts

PL

W artykule, analizujemy postrzeganie teorii Wygotskiego w literaturze pedagogicznej w norweskim kształceniu nauczycieli. Artykuł analizuje trzy szeroko stosowane podręczniki dla nauczycieli przedszkolnych w ramach pięcioletniego zintegrowanego programu studiów magisterskich pod kątem sposobu prezentacji i rozpowszechniania w literaturze prac Wygotskiego. Pomimo że idee Wygotskiego stanowią ważne ramy odniesienia dla myśli pedagogicznych w podręcznikach, badania wskazują, że teoria Wygotskiego jest przedstawiona tam w sposób fragmentaryczny i jest w znacznym stopniu oderwana od kontekstu społecznego i naukowego w którym powstawała. W artykule argumentowano, że tendencja do interpretowania teorii Wygotskiego w próżni kulturowej i historycznej stanowi ukryty potencjał zastosowania idei Vygotsky'ego w obecnej debacie edukacyjnej. W artykule argumentowano, że tendencja do interpretowania teorii Wygotskiego w próżni kulturowej i historycznej stanowi ukryty potencjał do wykorzystania idei Wygotskiego w aktualnej debacie edukacyjnej.

EN

In this article, we study the reception of Vygotskyan theory in pedagogical literature for Norwegian teacher education. The article analyzes three widely used textbooks for pre-service teachers in the five-year integrated master’s degree program, looking at how Vygotsky’s work is articulated and disseminated in the readings. Although Vygotsky’s ideas are an important frame of reference for the pedagogical thinking in the textbooks, the findings indicate that Vygotsky’s theory is presented in a fragmented way and is largely disconnected from the social and scientific context of its formation. The article argues that the tendency to interpret Vygotsky in a cultural and historical vacuum represents a concealed potential for making Vygotsky’s ideas applicable in the current educational debate. 

Keywords

PL

Wygotski; postrzeganie teorii Wygotskiego; teoria socjokulturowa; podręczniki; kształcenie nauczycieli

EN

teacher education; textbooks; socio-cultural theory; reception of Vygotskyan theory; Vygotsky

• Publisher: Uniwersytet Dolnośląski DSW. Wydawnictwo Naukowe DSW
• Journal: Forum Oświatowe
• Year: 2020
• Volume: 32
• Issue: 2(64)
• Pages: 11-27

Dates

published

2020

Contributors

author

Ann-Cathrin Faldet

• Inland Norway University of Applied Sciences

author

Thor André Skrefsrud

• Inland Norway University of Applied Sciences

• https://orcid.org/000000019954235X

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Identifiers

DOI

10.34862/fo.2020.2.0

Biblioteka Nauki

2139424