|Author(s)||Eyrún Maria Rúnarsdóttir and Sigrun Adalbjarnardóttir|
|Editor||Alistair Ross, Curricula for Citizenship in Europe|
The purpose of this ongoing study is to explore teachers' pedagogical vision and their daily work with students in the classroom as they promote the students' self-perception and social awareness. The teachers in the study participated in an innovation project in a secondary school (16-year-old adolescents). The project was organised in such a way as to minimise dropout by offering students a special course with the aim of enhancing each student's self-perception and their belief in their own study skills, of fostering students' social skills such as their ability to solve social conflicts successfully, and of helping students to gain more positive feelings and increased responsibility towards the school and work. The purpose is to better prepare the students for active participation in society. We will present how one of the teachers in the study understands the aims of the project (based on interviews with him). We analyse his teaching activities (based on several observations in his classroom) and report on the students' reactions, involvement, and experiences. At the same time, we explore how the teacher's classroom activities relate to his proposed aims. In exploring this teacher's pedagogical vision, we use a developmental framework, which examines teachers' reflections on their role as a teacher with regard to their engagement, aims, and teaching strategies and styles. We maintain that four dimensions of developmental awareness can be used to study the increased differentiation in the teachers' reflections. These awareness dimensions range from focusing primarily on observable outcomes (e.g. students' class-behaviour) to emphasising developmental processes (e.g. students' improved perspective-taking and conflict resolution ability for actively participating in society).