Nordic Journal of Comparative and International Education (NJCIE)最新文献_第10页

Undervisning og veiledning ved studentopphold i utviklingsland

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2018-12-17 DOI: 10.7577/njcie.2685

Ragnhild Dybdahl, A. Christensen

引用次数: 0

Appraising the Ingredients of the Interpreter/Researcher Relationship 评价译员/研究者关系的要素

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2018-12-17 DOI: 10.7577/NJCIE.2762

Supriya Baily

{"title":"Appraising the Ingredients of the Interpreter/Researcher Relationship","authors":"Supriya Baily","doi":"10.7577/NJCIE.2762","DOIUrl":"https://doi.org/10.7577/NJCIE.2762","url":null,"abstract":"In this study, we address how student teachers can facilitate democratic engagement in school. The demo-cratic engagement is seen through the lenses of an increasingly digital world through which both teachers and children live in. 42 third-year student teachers systematically prepared to use social media as an illus-trative pedagogical tool in their practice placement period. By using the notions of “thin” and “thick” de-mocracy, we are analyzing student teachers’ understanding of democracy and democratic engagement. Our findings suggest that the students view democracy in a thin way, and this lack of democratic competence may influence their classroom practices as future teachers. The Council of Europe’s Reference Framework of Competences for Democratic Culture was used to analyse the student teachers’ competence to connect the use of social media as a digital and pedagogical tool in promoting democratic engagement. The findings disclose that students vary in their capacity to make use of social media when promoting democratic en-gagement. In our closing discussion, we argue that these results, primarily, pose serious challenges for teacher education.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"44 15","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113936677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Student Teachers Promoting Democratic Engagement Using Social Media in Teaching 学生教师在教学中运用社交媒体促进民主参与

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2018-12-17 DOI: 10.7577/NJCIE.2796

Heidi Biseth, J. Madsen, I. Christensen

{"title":"Student Teachers Promoting Democratic Engagement Using Social Media in Teaching","authors":"Heidi Biseth, J. Madsen, I. Christensen","doi":"10.7577/NJCIE.2796","DOIUrl":"https://doi.org/10.7577/NJCIE.2796","url":null,"abstract":"In this study, we address how student teachers can facilitate democratic engagement in school. The demo-cratic engagement is seen through the lenses of an increasingly digital world through which both teachers and children live in. 42 third-year student teachers systematically prepared to use social media as an illus-trative pedagogical tool in their practice placement period. By using the notions of “thin” and “thick” de-mocracy, we are analyzing student teachers’ understanding of democracy and democratic engagement. Our findings suggest that the students view democracy in a thin way, and this lack of democratic competence may influence their classroom practices as future teachers. The Council of Europe’s Reference Framework of Competences for Democratic Culture was used to analyse the student teachers’ competence to connect the use of social media as a digital and pedagogical tool in promoting democratic engagement. The findings disclose that students vary in their capacity to make use of social media when promoting democratic en-gagement. In our closing discussion, we argue that these results, primarily, pose serious challenges for teacher education.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"5 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123656893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Learning from Differences 从差异中学习

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2018-12-15 DOI: 10.7577/NJCIE.2731

V. Bortkevičienė, Hermina Gunnthorsdottir, Karin Hjaelmeskog, I. Ivanova, Katriina Maaranen, Brit Steinsvik

{"title":"Learning from Differences","authors":"V. Bortkevičienė, Hermina Gunnthorsdottir, Karin Hjaelmeskog, I. Ivanova, Katriina Maaranen, Brit Steinsvik","doi":"10.7577/NJCIE.2731","DOIUrl":"https://doi.org/10.7577/NJCIE.2731","url":null,"abstract":"This paper presents a case study of an intensive international course aimed at pre-service teachers and having a focus on inclusion. The course was funded by Nordplus. Twenty-three students from six Baltic and Nordic countries were interviewed during and after the course on their views on professionalism and their future work as teachers. The results show that the students’ understanding of professionalism was multifaceted, and they had gained several experiences of professionalism during the course. One of the main results of this study is, in our opinion, the co-operation and the opportunities the intensive course afforded the students in developing skills to work together with different people, to appreciate difference and to learn from others. In other words, to become more open-minded. This allows us to conclude that students can be trained to consider the importance and understanding of knowledge and its use for now and in the future. Thus, providing such short-term international opportunities is an important part of studying and becoming a teacher or social pedagogue for the globalized future. \u0000 ","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126391901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

LGBT Issues in Norwegian Textbooks 挪威教科书中的LGBT问题

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2018-12-15 DOI: 10.7577/NJCIE.2208

B. Smestad

引用次数: 1

Making sense across levels in local school governance 在当地学校管理的各个层面上都有意义

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2018-11-17 DOI: 10.7577/NJCIE.2752

Øyvind H. Henriksen

{"title":"Making sense across levels in local school governance","authors":"Øyvind H. Henriksen","doi":"10.7577/NJCIE.2752","DOIUrl":"https://doi.org/10.7577/NJCIE.2752","url":null,"abstract":"Dialogues and relations between interdependent leaders working at different hierarchical levels within a given school governance system are crucial for developing shared understandings which are seen as a prerequisite for effective school development. Shared understandings among interdependent actors emerge from productive and dialogical sensemaking processes. The current study provides insight into how sensemaking plays out in dialogue meetings set up by a school superintendent and a team of subordinated school leaders, initiated at the purpose of establishing and maintaining a shared interpretation community working with important areas of pedagogy and schooling. Drawing on action research with observations, reflective conversations, and reflection notes from five key participants in the local school system, and framed within a theory of sensemaking, this issue is addressed by demonstrating how dialogue meetings strengthen the relations between a superintendent and school leadership teams. In such a context of asymmetrical power relations, the current study argues that sensemaking constitutes the pivotal activity in dialogue meetings when ensuring productive relations and bridging the gap between municipalities (as school districts) and schools. In the dialogue meetings subjected to the study, steps were taken towards shared understanding, and the involved leaders set the tone in this process by acting as role models, as facilitators of creating space for reflection.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132711900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Educational Leadership at Municipality Level 市级教育领导

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2018-11-07 DOI: 10.7577/NJCIE.2760

Sigríður Margrét Sigurðardóttir, A. Sigurðardóttir, Börkur Hansen

{"title":"Educational Leadership at Municipality Level","authors":"Sigríður Margrét Sigurðardóttir, A. Sigurðardóttir, Börkur Hansen","doi":"10.7577/NJCIE.2760","DOIUrl":"https://doi.org/10.7577/NJCIE.2760","url":null,"abstract":"The purpose of this study is to explore the roles and responsibilities that national education legislation in Iceland imposes on municipalities in terms of leadership. A qualitative content analysis was applied to explore the relevant national legislation—that is, education acts, regulations, and curriculum guides—and identify themes by looking for specific words that are characteristic in leadership practices. The findings reveal that policy ends concerning educational leadership of municipalities are somewhat tacit in current national legislation. Yet, the roles and responsibilities that the state delegates to municipalities comprise leadership functions that are distributed in nature and, to a large extent, harmonize with desired leadership practices as emphasized in the literature. Legislation emphasizes comprehensive education, but also in-cludes signs of technocratic homogenization. In the discussion of our findings, we argue that the educational system is quite dependent on the political emphasis at each given time, making it difficult for both munic-ipalities and the state to facilitate a cohesive leadership emphasis. We suggest that closer attention to the local level, and a recognition of it as an important unit and agency for educational development, is of sig-nificant importance. These observations will be followed by a further investigation into the actual practice of leadership at the local level.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130657000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Educating and Leading for World Citizenship 教育和领导世界公民

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2018-11-07 DOI: 10.7577/NJCIE.2758

Lejf Moos

引用次数: 6

Making Sense of Assignment 合理分配工作

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2018-11-07 DOI: 10.7577/NJCIE.2770

Sören Augustinsson, Ulf Ericsson, Henrik Nilsson

{"title":"Making Sense of Assignment","authors":"Sören Augustinsson, Ulf Ericsson, Henrik Nilsson","doi":"10.7577/NJCIE.2770","DOIUrl":"https://doi.org/10.7577/NJCIE.2770","url":null,"abstract":"The primary aim of this paper is to narrow down the description of how school leaders interpret the assign-ment (the task) and identify the markers for how they look upon the conditions of doing a good job in Sweden. The aim is in the context of practice-based and process-oriented research. We use complexity and complexity theories to frame the emerging practice of leading and organizing. This is in contrast to techno-cratic homogenization—that is, law texts, steering documents, documentation, standardized methods, plan-ning, and ceremonies. A questionnaire was conducted with three open questions (n=363 out of a possible 548 participants) and four focus groups (n=21). Complexity, dilemmas, and inconsistency emerge in the respondents’ answers the closer they are to everyday action. The results show that complexity theories put focus on a conflict between the image of schools as complicated and complex. Complicated is accompanied by generalizing and weak contextualizing of control systems, standardized methods, planning, law texts, and evidence-based education—that is, the concept of technocratic homogenization. Complexity theories emphasize the life in organizations, everyday practice as leaders, and a conflict between weak and robust contextualizing from the perspective as practice-based and process-oriented research.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133684270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Committing to School Development 致力学校发展

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2018-11-07 DOI: 10.7577/NJCIE.2774

Elizabeth A. Ottesen

{"title":"Committing to School Development","authors":"Elizabeth A. Ottesen","doi":"10.7577/NJCIE.2774","DOIUrl":"https://doi.org/10.7577/NJCIE.2774","url":null,"abstract":"School leaders are faced with an unprecedented growth in school data accompanied by expectations that they use this data to improve their institutions. Current technologies enable complex processes of unifying and analysing data in personalised and accessible formats. This study investigates a tool developed by the Norwegian Directorate for Education and Training called the Point of View analysis (PoV). The PoV combines outcome-based data on achievement, data from staff surveys about current practices, and the staff’s reflections. A central tenet in Actor-Network Theory (ANT) is that material tools do not just regulate the activities of humans, but have their own agency and form relationships with their human counterparts. This analysis positions the PoV as an actor that may transform, distort, or modify meaning or elements. A content analysis of the PoV instrument is conducted, and interviews with three school principals who have used the tool are analysed. An ANT-inspired analytical approach is used to demonstrate how the PoV tool connects local practices with national policies and discourses in emerging and fluctuating networks. This analysis revealed that powerful policy discourses may be compromised by their entanglement with local and regional concerns.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125406544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4