Abstract
ABSTRACTThis article is based on a qualitative case study of teachers’ conceptions of improvisation in teaching. Empirical data are master student teachers’ texts (transcripts, reflections) based on observations and interviews of practising teachers. The texts were analysed in an abductive process. We can identify four specific characteristics of how improvisation in teaching is conceived; improvisation of design, improvisation in communication, and improvisation dependent on repertoire and context. However, teachers experience severe challenges in their improvisational practices, e.g. with regard to their knowledge base, the accountability agenda and teacher autonomy. Therefore, we argue that improvisation should be part of teacher education.
Highlights
VignetteFor me, improvisation is essential in teaching
We circled around the three following questions: What is improvisation in pedagogical practice? What teaching skills can be characterised as improvisational? What is the potential and/or limitations of improvisational knowledge and skills in teaching? By using both observations and/or interviews, we argue that the in-service MA students’ texts provide a rich data source, which is relevant for our understanding of the concept of improvisation and may contribute to analytical generalisation, defined as ‘striving to generalize a particular set of results to some broader theory’ (Yin, 1994, p. 37), in this case, the theory of educational, professional improvisation
Our findings suggest that disciplined improvisation should be seen as a professional teaching skill
Summary
From being a teacher who always had a scripted framework and great plans for my lessons, I am the opposite. At the back of my mind, I have an overarching superior plan with competency aims from the Knowledge Promotion Reform, together with the plan for my teaching in the subject this year. The first thing I do when entering the classroom is to look at the students. These factors show me, as their teacher, what methods I have to use in this lesson. The elements materialise and become relevant as the lesson unfolds. The elements materialise and become relevant as the lesson unfolds. (In-service MA student, ICT02)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
