Remediating deficits? Problem representations in Norwegian policies for newly qualified teachers

IF 2.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education Policy Pub Date : 2024-07-18 DOI:10.1080/02680939.2024.2380761

Remi Skytterstad, Yngve Antonsen, Anna-Maria Stenseth

引用次数: 0

Abstract

This article analyzes how newly qualified teachers (NQTs) are conceptualized in Norwegian policy, specifically the green paper ‘NOU 2022: 13: With Further Significance’. Utilizing Carol Bacchi’s ‘W...

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弥补缺陷？挪威新教师政策中的问题表述

本文分析了挪威政策，特别是绿皮书《挪威教育厅2022：13：具有进一步的意义》是如何将新合格教师（NQTs）概念化的。利用卡罗尔-巴奇（Carol Bacchi）的 "W...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Education Policy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.10

自引率

8.00%

发文量

期刊介绍： The Journal of Education Policy publishes original, critically and theoretically informed research that discusses, analyses and debates policymaking, policy implementation and the impact of policy at all levels and in all facets of formal and informal education. The journal is interested in analysis and theorisation of policy that is transposable, that has generic interest and relevance - national policy case studies would need to be conceptually and/or methodologically generalisable. The journal also publishes work that presents new methods of research and research studies that are experimental and innovative. The journal offers a forum for theoretical debate, as well as historical, philosophical and comparative studies, across different countries, contexts and levels of education. A valuable resource for academics, researchers, educators and policy makers, Journal of Education Policy provides rigorous and original insights into educational policy development, implications and global impact.