Reading researcher field-notes acted as wake-up calls that made unreflective value-laden practices visible to teachers¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Teachers only questioned and challenged their contrary practices when they saw them in print; reading the field-notes made the mismatch between their values and practices obvious. → Norberg 2003

Evidence¶

Norberg 2003¶

Norberg, K. (2003). Constitutive Values and Daily Practice in a Swedish School. Values and Ethics in Educational Administration, 1(3). http://www.ed.psu.edu/uceacsle/

q2 · i? · qualitative · r3

From the wake-up calls section: two teachers who had repeated conflicts with disruptive boys read the field-notes and recognised their values and practices were not consonant; one said "Reading this was really a wake-up call for me". The discussion notes field notes also contributed to proposals for further change in some groups.

"Reading my field-notes had been important wake-up calls. It became obvious, through these critical incidents, that their values and practices were not consonant."

Discussion¶

Related Claims¶

• Learning objects clearly lifted forward during a lesson resulted in pupils' learning, even when not the intended learning object — related
• Teachers' spontaneous in-the-moment reactions draw on internalised earlier values rather than the curriculum's constitutive values — related
• Pragmatic values of keeping order counteracted the democratic values teachers were mandated to realise — related
• Teachers draw intervention boundaries by visibility, academic-versus-relational character, and a safety override, not by perceived harm — related