PhD-Research

DIDACTIC DESIGN FOR TRANSFORMATIONS OF PROFESSIONAL KNOWLEDGE. AN INVESTIGATION OF PRE-SERVICE TEACHERS’ TRANSFORMATIONS OF KNOWLEDGE BETWEEN PROFESSIONAL EDUCATION AND PRACTICE

Status: Completed
Period: 01/February/2016 → 28/April/2020

Keywords:
Situated knowledge, Didactic design, Transfer, Professional didactics, Danish subject, Teacher training, Border crossing, Mediation.

Main supervisor:
Professor Nina Bonderup Dohn

Assessment committee:
Professor Lene Tanggaard Pedersen
Associate professor Ann-Thérèse Arstorp
Associate professor Stig Børsen Hansen (chairman).

Link to dissertation here

Three book chapters were also produced during my PhD. They are:

• Dohn, N. B., Markauskaite, L., & Hachmann, R. (2020). Enhancing Knowledge Transfer. I M. J. Bishop, E. Boling, J. Elen, & V. Svihla (red.), Handbook of Research in Educational Communications and Technology: learning Design (pp. 73-96). Springer. https://doi.org/10.1007/978-3-030-36119-8_5
  
  
• Dohn, N. B., & Hachmann, R. (2020). Knowledge transformation across changes in situational demands between education and professional practice. I N. Bonderup Dohn, S. Børsen Hansen, & J. J. Hansen (red.), Designing for situated knowledge transformation (s. 249-266). Routledge.
  
  
• Hachmann, R., & Dohn, N. B. (2018). Participatory skills for learning in a networked world. I N. B. Dohn (red.), Designing for Learning in a Networked World (pp. 102-119). Routledge.

Brief description:
The project examined how different practices create different situational conditions for pre-service teachers at different contextual levels. Further, it is examined how they met these conditions when they moved across education practices and professional practices.
The ability to act and participate appropriately is based on what the project coins Situated Preparedness, which includes both transfer and transformations of knowledge and patterns of participation. It deals with, the ability to see similarities and differences in situations and how links can be established between them in a meaningful way.
The project’s methodological starting point was Design-Based Research, where, in collaboration with practitioners, specific design solutions were developed, tested, and evaluated, which were intended to support the students’ transformations of knowledge. During the project, two courses were followed over one semester, respectively. The students were observed, interviewed, and participated in a series of didactic conversations that were audio recorded.