development of social competence in rural schools topic: what differences are apparent in the...
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Development of social competence in rural schools
• TOPIC: • What differences are apparent in the development of pupils’
social competence in small and larger schools?
• SUPPORT TOPICS:• In which ways will the cultural background become important for the
social manners and general sense of decorum?• In which ways will the school milieu become important for the pupils’
social learning?• In which ways will the teacher conduct pupils’ emotionally
behaviour? • What kind of connection in the relation between teacher and pupil
have to become important for the social developing? • What is the basis for deputing development and what is the
obstruction for the appropriate and accepted social behaviour?
Aim of the prosject
• The project’s aim have been to secure knowledge about how development of social learning occurs in rural schools. The knowledge have been compared with schools in larger regions with more pupils. The larger schools have been expected to have different youth codes, social relations and social belonging. The project also has an aim to achieve knowledge about the youth’s social competence as a foundation for learning. After the project I expect to have knowledge and competence to influence the teacher training programs.
Analytical accommodation
Social skill and social competence:
- Social competence
- Social skill-developing
Social learning
Social learning
• Dion Sommer (2006)• Katzenelson (1994)• Løvlie Schibbye, 2002; Slater og Butterworth,
1997; Reddy, Hay, Murry og Trevarthen, 1997, Stern, 2000, 2004
The relational perspective
• Social learning as a process
• The relation between pupil and teacher
• The existential perspective
• Stern, 2000; Løvlie Schibbye, 2002; Sommer, 2005a; Fogel, 1993
Pro-sociality
• People who act pro-social
• Develop cognitive abilities
• Bandura, 1997; Ogden, 2002; Stephens, 2006
Uprising and growth – a part of the social development
• Klafki, 1996; Bru og Thuen, 1999; Lindvig, 2005; Ogden, 1998; Bakhtin (1981, 1984); Dysthe, 1996.
Intersubjectivity
• Fonagy 1998a; Stern,1985, 2000; Winnicott, 1990; Fonagy,1998a, Løvlie Schibbye, 2002
Emotional learning
• Emotional learning implies developing of acceptable ways to handle the emotionally reactions and behaviour.
• Myhre, 1994; Bollnow, 1969; Storå, 2003; Starrin, 2004; Mills, 1971; Elias, 1989, 1991; Hochschild, 1983; Bergh, 2004
Authority relationship teacher / pupil
• The teacher as the authority
• Bandura, 1977; Dale, 1989; Sommer, 2006, Johansen, 2000, 2006
Authenticity – an essential part of the psychodynamic content
• Teachers’ actions and positive experience based on moral and with the intention to bring in meaningly learning and social development, is a matter of the teachers’ authentically vision.
• Laursen, 2004; Taylor (1991); Ziehe, 1983
Social experience is situated in a socio-cultural companion
• An approximation of the socio-cultural learning-perspective, the teacher bases the teaching on what culture the pupil find him (her)-self in, and utilize it as a resource for education.
• Dysthe, 2001
Social competence in rural school
Pupil
Social teacher-competense
Psyco-social culture
Collaboration / interaction
- Social activity, spare time- Social activity, school- Social–culturally milieu- Pro-social attitude- identity, self-knowledge, - participation- Settling
- relation contents; parents / teacher- relation context; parents / teacher- relation signification; parents / teacher / school, pupil /pupil – other significant relationship connected to social learning
- Social limits and conditions against social learning - formal social teacher-competence - Social-cultural teaching context - Social dialectical thinking
- Mental-sanitation (value, activity, attitude) - Social sanction, evaluation, advising- Psychodynamic consequence-thinking- Emotional processes - Parents and teachers authenticity
- Social area; school and spare time- Collaboration context- Interaction context- Participation (who, where, when?)- Social solidarity (who, how?)- Authority (who, when?)- Social culture
Social relations
Research fieldPopulations and Samples
• School size and rural placementLarge
Small
Isolated Central +/- 60 pupils
School School size Pupil 12-14 year
Boys Girls Teachers [1] %Assistant Transp Notes Parent
M F
1 23 3 2 1 3 77 - Private school[3] 3 -
2 92 12 7 5 1[4] 200 3 9 1
3 36 5 3 2 1 35 - 2 -
4 100 11 7 4 1[5] 231 4 8 3
5 3 3[6] 1 2 2[7] - alle 1
6 6 3 1 2 1 - - Oppvekstsenter 2 1
7 22 7 5 2 2 - 5 Oppvekstsenter 6 2
Totalt 44 26 18 11 15 31 7
[1] Teachers with responsibility for the pupils[2] The assistants as recourse for the special education[3] Montesorri-school. Besides operate the primary school the school teach immigrants.[4] Traditional form teacher function where the assistant are connected to social project. [6] One girl 7. grade, boy and a girl in 5. grad. [7] School-leader have teaching responsibility.
Research design
Previously- understanding
Survey
Generated-understanding
- The project’s relevance- Scientific phenomenon connected to the thesis
Commune enquêt. A survey used for interpretation
Commune interview (pupil, parents, teachers and school representative
Generated theory from empirical data.
Qualitative research
Culturalcontents
- where- what- who
Population and sampling researching field
Qualitative expanding
Analytical theory
• Perspective-dependence; Larsson, 1993;
Alvesson & Sköldberg, 1993 • Grounded theory; Glaser & Strauss, 1967
• Symbolic Interactionism; Blumer, 1969
• Intersubjective relationship analysis; Kruuse, 1992, 1989; Løgstrup, 1983; Martinsen, 2003
Conclusions
• The social developing conditions depend on: – The interactive meeting between young people and
adults– Number of people being in context– ”At the same age” – density– Social-cultural influence– Adult authority– Adult solidarity– Pro-sociality– Local community as a developing resource
Conclusions
• Frequency of spontaneous adult reactions
• Adult authority
• Time and space for emotional learning
• Relationship and social learning
• Constitution and hindrance against social learning
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