«I touch the future – I teach»: en nomadisk tidsreise om dramaturgi i didaktisk kontekst

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In this study, the author asks What does a teacher educator’s model thinking contribute with, related to
dramaturgy in educational context between 1998 and 2021? Performance writing within a performative
research paradigm is used as a structuring approach. Three dramaturgical analysis models developed
as dramaturgical thinking adapted to educational context constitute the empirical material. The models are influenced by the professional journey the author has undertaken as a teacher educator, and
of encounters with phenomena and people who have been and are part of the journey. A preliminary
dramaturgical analysis model, a relational dramaturgical analysis model and a nomadic dramaturgical
analysis animation are contributions to theory development. The models bear traces of the development that has taken place in the view of education, educational policy, student role and teacher role,
subject theory and theory of science – both internationally and nationally during the period.
Translated title of the contribution"Jag rör vid framtiden - jag undervisar-: en nomadisk tidsresa om dramaturgi i didaktisk kontextS
Original languageNorwegian
Article number1
Pages (from-to)6-23
JournalJournal for Research in Arts and Sports Education
Issue number2
Publication statusPublished - 30 Jun 2021
MoE publication typeA1 Journal article-refereed

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