Nordic Journal of Comparative and International Education (NJCIE)最新文献_第2页

A Cross-cultural Comparison of ELT Curricula of Senior Secondary Schools in Mainland China and Hong Kong 中国大陆与香港高中英语教学课程的跨文化比较

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2024-01-15 DOI: 10.7577/njcie.5514

Xiaoli Su, Dorottya Ruisz, Xiao Zhang

{"title":"A Cross-cultural Comparison of ELT Curricula of Senior Secondary Schools in Mainland China and Hong Kong","authors":"Xiaoli Su, Dorottya Ruisz, Xiao Zhang","doi":"10.7577/njcie.5514","DOIUrl":"https://doi.org/10.7577/njcie.5514","url":null,"abstract":"English holds significant importance as a foreign language in Mainland China and Hong Kong, where ongoing curriculum revisions are shaped by economic and sociocultural advancements. Previous research on English Language Teaching (ELT) curriculum comparisons in Asia has frequently overlooked the exploration of underlying sociocultural and socio-political factors that contribute to the observed similarities and differences. Adopting a governmentality Perspective informed by Dean's analytics of government theory, this cross-cultural comparative study investigates the ELT curricula in senior secondary schools in Mainland China and Hong Kong. Through this analysis, the study explores how sociocultural and socio-political factors interact to influence the educational landscapes. By examining the dimensions of problematizations, rationalities, techne, and teleology within the curricula, the research uncovers common challenges, rationales, approaches, and objectives, as well as distinctions arising from the unique sociocultural, political, and economic contexts of Mainland China and Hong Kong. This examination underscores the profound impact of these contextual factors on ELT curriculum design, contributing valuable insights to the cross-cultural discourse. Furthermore, the findings lay the groundwork for future research and policy development in the realm of ELT curricula, emphasizing the need for additional studies employing diverse methods and focusing on the implemented and experienced curriculum in senior secondary schools to provide a comprehensive understanding of English language education in both Mainland China and Hong Kong.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139622255","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: 0

“It matters if I am here“: Norwegian Urban Lower Secondary School Teachers and Leaders’ Experiences of Belonging "我在这里很重要"：挪威城市初中教师和领导的归属感体验

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-12-21 DOI: 10.7577/njcie.5533

Martin Skogheim

{"title":"“It matters if I am here“: Norwegian Urban Lower Secondary School Teachers and Leaders’ Experiences of Belonging","authors":"Martin Skogheim","doi":"10.7577/njcie.5533","DOIUrl":"https://doi.org/10.7577/njcie.5533","url":null,"abstract":"This study explores urban lower secondary school teachers’ sense of belonging, focusing on their relationships with students and their work experiences. Despite heightened interest in students’ sense of belonging in educational settings, empirical research on teacher belonging – especially in the context of urban lower secondary education – remains sparse. The limited focus on teachers’ experiences of belonging at work is paradoxical, given their crucial role in fostering student belonging and the global challenges regarding the recruitment and retention of teachers. While previous research on belonging has underscored its importance for job satisfaction, professional identity development, and motivation at work, there has been a lack of focus on understanding how student-teacher relationships specifically influence teachers’ experiences of belonging to their school. This study draws from interviews and observational data to gain a deeper understanding of teachers’ day-to-day practice. It gives voice to the reflections and experiences of teachers and leaders. The findings emphasize the critical role of reciprocal student–teacher relationships through three interrelated themes. Relationships of this nature not only foster student development but also enhance teachers’ sense of belonging. The study also highlights the importance of supportive collegial relationships. In particular, teachers report strong experiences of belonging when their identity as teachers and individual contributions resonate with their school’s values and educational goals.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"29 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952267","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: 0

Co-Creation of Navigational Spaces When Facilitating Children’s Play 在促进儿童游戏时共同创建导航空间

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-12-21 DOI: 10.7577/njcie.5552

Marion Oen

{"title":"Co-Creation of Navigational Spaces When Facilitating Children’s Play","authors":"Marion Oen","doi":"10.7577/njcie.5552","DOIUrl":"https://doi.org/10.7577/njcie.5552","url":null,"abstract":"Facilitating children’s play is an important but potentially frustrating task for teachers in the field of Early Childhood Education and Care. Play is often understood as essential for children, and frequently being excluded from play is often experienced as problematic; Still, teachers are often uncertain about how to do play and there is a growing concern about the disappearance of play.\u0000This study aims to explore and identify navigational spaces for teachers to exercise agency when facilitating children’s play, and this article presents the co-creation of four such spaces. The co-creation has been done through a series of workshops and play initiations over six months, explored by ECEC teachers in conjunction with the author. The workshops are anchored in critical theory, and the idea is that the participants enrich the project through their various forms of expertise.\u0000Abductive analysis through workshops and a thematic analysis of sound and video recordings of these events shows the co-creation of the navigational spaces of framing, conditioning, timing, and knowledging to be central. To be able to co-create these navigational spaces, the repeated collective questioning and knowledge contributions of teachers and the researcher seem to be a central factor. By critically considering and exploring co-creational possibilities both the researcher and the teachers extended their play-facilitating repertoire and made the play-facilitating efforts increasingly explicit. This suggests that it is possible to simultaneously develop practice and scientific knowledge if interactions between the education sector and academia are facilitated. These insights will be beneficial for further investigations and innovations.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"46 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952412","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: 0

Opportunities and Dilemmas in Interactions between the Education Sector and Academia 教育部门与学术界互动的机遇与困境

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-12-21 DOI: 10.7577/njcie.5708

Marilee Jones, Tessa Eriksen Grevle, Erlend Dehlin, Tony Burner, Sara Bubb

引用次数: 1

“I’ll take it with me all my life” "我会带着它走完一生"

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-12-21 DOI: 10.7577/njcie.5527

Åse Nylenna Akslen, Modgun Ohm, Aihua Hu

引用次数: 0

Partnerskap på like premisser? 平等的伙伴关系？

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-12-21 DOI: 10.7577/njcie.5586

G. Nilsen, Kristin Helstad

{"title":"Partnerskap på like premisser?","authors":"G. Nilsen, Kristin Helstad","doi":"10.7577/njcie.5586","DOIUrl":"https://doi.org/10.7577/njcie.5586","url":null,"abstract":"‘Partnership’ is used as a collective term for cooperation on competence development between teacher education institutions and schools and is intended to lead to mutual learning. This article deals with experiences with partnerships from the teacher education`s point of view. The data material consists of interviews with teacher educators and leaders in teacher education institutions. The findings show that the staff members have many positive experiences, but they problematize certain organizational and steering challenges. They point out that it is demanding to share knowledge internally, and that research is somewhat connected to the work. They experience that the partnership primarily takes place on the school's premises, which may be related to the fact that steering expectations are directed at the teacher training programs and not at the schools. The study reveals differences in institutional practices, such as how the work is organized at a larger and a smaller teacher training institution, and whether the work is experienced as an individual or a collective project. The study shows that partnership is a complex phenomenon that shapes political and organizational conditions.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"13 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949186","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: 0

Narrativer fra ledere i Kulturdag - et samarbeidsprosjekt mellom grunnskole og kulturskole 文化日--小学与音乐学校的合作项目--领导者的讲述

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-12-21 DOI: 10.7577/njcie.5539

Ingrid Fostad

{"title":"Narrativer fra ledere i Kulturdag - et samarbeidsprosjekt mellom grunnskole og kulturskole","authors":"Ingrid Fostad","doi":"10.7577/njcie.5539","DOIUrl":"https://doi.org/10.7577/njcie.5539","url":null,"abstract":"As early as the 1980s, there was a policy intention for collaboration between the Schools of Music and Performing Arts (SMPAs) and the primary schools in Norway. Since then, several policy documents have defined collaboration between the SMPAs and the primary schools. Kulturdag [Cultural Day] is a project in which a municipality in Norway tries to meet the desire for cooperation between the SMPAs and primary schools in arts education. Kulturdag exists in 17 schools in this municipality (2022/2023). The Kulturdag project is complex, constantly expanding, and involves many people in different roles. This study examines the leadership perspective by focusing on one primary school with Kulturdag. The question I have explored is: How can Kulturdag be understood through the stories of the SMPA and primary school leaders in the light of practice architecture theory? The methods used to collect the data were ethnographically inspired, and the leaders' stories were interpreted from the researcher's position using narrative thematic analysis and the theory of practice architectures. This study is a practical and scientific contribution to educational research, providing more knowledge about the leadership perspective in a primary school-SMPA cooperation in SMPA, and in a primary school with Kulturdag. One of the key findings is that this collaboration is based on a systemic change in primary music education - from traditional one-teacher music education to a change in practice architecture that allows for more teachers, diverse teaching, and staff participation in Kulturdag.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"60 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950856","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: 0

Towards practice-based professional development by teacher educators 师范教育工作者开展以实践为基础的专业发展

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-12-14 DOI: 10.7577/njcie.5369

K. Idris, Anikó Kálmán

引用次数: 0

Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives 丹麦和冰岛义务教育的文化响应性评估——幻想还是现实?见习教师经验与观点之比较研究

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-08-31 DOI: 10.7577/njcie.5392

Artem Ingmar Benediktsson

{"title":"Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives","authors":"Artem Ingmar Benediktsson","doi":"10.7577/njcie.5392","DOIUrl":"https://doi.org/10.7577/njcie.5392","url":null,"abstract":"\u0000This paper explores and compares student teachers’ experiences and perspectives on culturally responsive assessment in compulsory schooling in Denmark and Iceland. The study’s theoretical framework draws on scholarship on culturally responsive assessment. The data was derived from fourteen interviews with Danish student teachers and ten interviews with Icelandic student teachers. As per the selection criteria, all participants had to be in the final stages of their education process, meaning they had completed their on-site schoolteacher training and most courses in their teacher education programme. During the interviews, the participants reflected on pre-instructional, formative, and summative assessment practices with cultural diversity in mind. Furthermore, they discussed the importance of assessing children’s well-being. In both countries, the participants demonstrated positive attitudes towards cultural diversity and expressed awareness of considering children’s cultural and linguistic backgrounds when assessing them. On the other hand, most participants expressed criticism of teacher education programmes for lacking attention to the topic of culturally responsive assessment, which resulted in their rudimentary understanding of the theoretical underpinnings.\u0000","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122070729","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: 0

Frameworking vocational teachers’ digital competences 构建职业教师数字化能力

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-08-31 DOI: 10.7577/njcie.5322

L. Lahn, Svanhild Kristine Berntsen

{"title":"Frameworking vocational teachers’ digital competences","authors":"L. Lahn, Svanhild Kristine Berntsen","doi":"10.7577/njcie.5322","DOIUrl":"https://doi.org/10.7577/njcie.5322","url":null,"abstract":"Two decades of international research on digital competence of teachers have provided a number of frameworks for empirical studies and curriculum development. However, research publications addressing the needed digital competence of vocational (VET-) teachers are scarce. In this article we ask to what extent leading conceptual frameworks on digital competence are fruitful templates for studying such competences in the case of VET-teachers’ professional development, and what could be alternative conceptual models that fit this professional category. A synthesis is made of relevant literature based on a theoretical platform in vocational didactics and digitalization that highlights the diversity of international VET-systems and the connectivity between work and school. We adopt an integrative literature research approach that combines systematic procedures and supplementary searches in an iterative way. \u0000Our descriptive analysis of the literature indicated that the international research on VET-teachers digital competence had in general a narrow focus on technical skills with a lack of perspective on key issues about their digital competences such as connectivity school / work, subject-specificity, and adaptive pedagogy. The articles tended to leave out contextual issues, for example the changing professional work of vocational teachers and background information about the national VET-systems. However, part of the literature pointed to the need for more “grounded” research starting from case-studies and qualitative data / mixed-methods research. Our synthesis of the literature in light of our theoretical framing identified four main topics for further research on VET-teachers’ digital competence that were incorporated in a working model or a “frameworking” that needs to be further developed in order to provide a rich and validated basis for constructing professional programs. \u0000 ","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124255362","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: 0