Nordic Journal of Comparative and International Education (NJCIE)最新文献_第3页

Pedagogising Virtual Reality Technology 虚拟现实技术教学

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-08-30 DOI: 10.7577/njcie.5254

Verner Larsen

{"title":"Pedagogising Virtual Reality Technology","authors":"Verner Larsen","doi":"10.7577/njcie.5254","DOIUrl":"https://doi.org/10.7577/njcie.5254","url":null,"abstract":"Digital technology has increasingly influenced all areas of education, including higher education, with subject-specific technologies developed for professional contexts alongside general communication and collaboration tools. This article draws on a case study conducted in a bachelor programme within building construction design in Denmark, tracking how teachers converted technical knowledge about virtual reality into teaching practice. This transformation process has crystallised different pedagogies, even within the same course. One pedagogical aim was for students to learn to use virtual reality (VR) as a professional competence, while another was to use VR as a tool for learning subject content (building design). This case study raises general issues regarding teachers' use of technology for teaching, addressed in the research tradition of technological, pedagogical and content knowledge (TPACK). However, to delve deeper into the educational transformation processes, this article adds an educational sociological perspective, including concepts from Legitimation Code Theory (LCT). With this background, this article raises new questions about the TPACK concept and discusses how the technological knowledge domains in the TPACK model can be differentiated to reflect various digital technologies and their functions, particularly in professional education.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129469989","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

Discourses of democratic education in the preparation of teachers for international contexts 民主教育在国际背景下教师培养中的论述

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-04-25 DOI: 10.7577/njcie.4944

Karianne Helland

{"title":"Discourses of democratic education in the preparation of teachers for international contexts","authors":"Karianne Helland","doi":"10.7577/njcie.4944","DOIUrl":"https://doi.org/10.7577/njcie.4944","url":null,"abstract":"This article offers a critical and comparative view of democratic education as expressed in curriculum documents of ten teacher education programmes aimed at educating teachers for international contexts. Democracy and democratic education are concepts with contested meanings, and I use the discourses of democratic education identified by Sant (2019) as an analytical tool for mapping the understandings or approaches present in the documents. Intercultural competence, global citizenship, and International Mindedness are contested and overlapping concepts which intersect with these democratic discourses. The tension between a neoliberal discourse and a traditional focus on international-mindedness and global citizenship is often described as characteristic of international schools. The “internationalist” ethos dominates course descriptions and learning objectives. While several discourses of democratic education are present, the focus is mainly individual and geared towards intercultural understanding rather than democratic competences. The idea of the student as a citizen beyond the limits of the classroom walls is not very visible, nor are concepts of power and privilege.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"55 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131546064","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

School absenteeism among students in Germany, Japan, Sweden, and the United Kingdom: 德国、日本、瑞典和英国学生的旷课情况:

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-04-24 DOI: 10.7577/njcie.5034

U. Fredriksson, Maria Rasmusson, Åsa Backlund, J. Isaksson, Susanne Kreitz-Sandberg

{"title":"School absenteeism among students in Germany, Japan, Sweden, and the United Kingdom:","authors":"U. Fredriksson, Maria Rasmusson, Åsa Backlund, J. Isaksson, Susanne Kreitz-Sandberg","doi":"10.7577/njcie.5034","DOIUrl":"https://doi.org/10.7577/njcie.5034","url":null,"abstract":"School absenteeism is a challenge in many countries. Still, there are few comparisons between countries, which is partly due to a lack of shared definitions of concepts. This article makes use of PISA data to compare self-reported student absenteeism in Germany, Japan, Sweden, and the United Kingdom (UK). Three data sets are used, from 2012, 2015, and 2018. The self-reported absenteeism, which is referred to as truancy in the PISA studies, was measured as having skipped a whole school day at least once in the two full weeks before students completed the PISA student questionnaire.\u0000The results show great variation between the studied countries, from 24.4% in the UK in 2015 to 1.5% in Japan in 2012. The percentage of students who reported having skipped school is much higher in the UK than in the other three countries. The differences between the countries concerning the percentage of students reporting having been absent from school are significant for all years, except between Sweden and Germany in 2015. Germany and the UK have a similar pattern in development, with the highest percentages in 2015, while Sweden and Japan have small (albeit not significant) increases from 2012 to 2018. The UK is the only country where the changes between 2012 and 2015 as well as between 2015 and 2018 were significant.\u0000It is not possible to see any obvious patterns between the countries that might be linked to differences related to their welfare regimes, education systems, or values. To find such patterns, it may be necessary either to include more countries in a study or to conduct more in-depth studies on each country.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128986468","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

Exploring the Power of Internationalization in Teacher Education 探索教师教育国际化的力量

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-02-10 DOI: 10.7577/njcie.5233

Halla B. Holmarsdottir, Supriya Baily, Merethe Skårås, Kathy Ramos, April Ege, Sissil Lea Heggernes, Tami Carsillo

{"title":"Exploring the Power of Internationalization in Teacher Education","authors":"Halla B. Holmarsdottir, Supriya Baily, Merethe Skårås, Kathy Ramos, April Ege, Sissil Lea Heggernes, Tami Carsillo","doi":"10.7577/njcie.5233","DOIUrl":"https://doi.org/10.7577/njcie.5233","url":null,"abstract":"The preparation of teachers, and to some degree, teacher educators in the majority of countries around the world, has traditionally focused on developing understandings, skills, and attitudes appropriate for teaching in local schools. Yet the importance of global competence and intercultural understanding has never been greater. As the world is increasingly faced with expanding challenges such as increased migration due to, among other things, war, famine, climate change and global inequality, there is a demand to recognize the relevance of global competency and to educate young people to be better local and global citizens. This requires teachers and teacher educators to possess a global mindset and take a more active role in fostering that mindset in their classrooms. Moreover, in an ever-changing world, we propose that while our values may evolve, there is a critical need to ensure a greater understanding of the “other” . This understanding is increasingly urgent as the interests and opinions of members of societies become more divisive, where deeply held beliefs are more polarized and polarizing (Council of Europe, 2016; UNESCO, 2021).","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127084057","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: 2

L’épicentre: Démocratie, Éco*Citoyenneté mondiale et Éducation transformatoire The Epicenter: Democracy, Eco*Global Citizenship and Transformative Education El Epicentro: Democracia, Eco*Ciudadanía Mundial y Educación Transformadora 震中:民主、生态*全球公民和变革教育震中:民主、生态*全球公民和变革教育震中:民主、生态*全球公民和变革教育

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-01-27 DOI: 10.7577/njcie.5116

SigrunWessel Svenkerud, Andrea Hofmann

引用次数: 0

From international competition to intercultural competence 从国际竞争到跨文化能力

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-01-05 DOI: 10.7577/njcie.4794

Martin M. Sjøen

{"title":"From international competition to intercultural competence","authors":"Martin M. Sjøen","doi":"10.7577/njcie.4794","DOIUrl":"https://doi.org/10.7577/njcie.4794","url":null,"abstract":"This study explores international practicums in Norwegian teacher education. The study is based on a qualitative survey of teacher education institutions in combination with discourse analysis of the white paper on the internationalisation of education (Meld. St. 7 (2020—2021)). The aim is to contribute towards synthesising knowledge on the use of international practicums as an internationalisation strategy in Norway. The survey finds that international practicums are widely used, yet variations in content, form and implementation exist between different institutions. This is explained by how international practicums are neither regarded, nor rewarded as a formal internationalisation strategy in Norway. Analysis of the white paper reveals tensions between different educational discourses on internationalisation. While the discourse analysis identifies political recognition of international practicums in teacher education, the Norwegian Government remain reluctant to recognise international practicums as a formalised internationalisation strategy. The study concludes that this prioritisation risks undermining parts of the fundamental purpose of internationalisation, which is understood as the integration of international, intercultural and global dimensions throughout the educational system.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125268000","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

“I am Sámi, but I am not a Sámi” “我是Sámi，但我不是Sámi”

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-01-05 DOI: 10.7577/njcie.5036

Anna-Maria Stenseth

{"title":"“I am Sámi, but I am not a Sámi”","authors":"Anna-Maria Stenseth","doi":"10.7577/njcie.5036","DOIUrl":"https://doi.org/10.7577/njcie.5036","url":null,"abstract":"This article gives voice to coastal Sámi students and explores their negotiations over being Sámi or Norwegian within the Norwegian education system. Through interviews, students share insights on the extent to which education focuses on Sámi issues and reflect upon their identity. The article explores how youths negotiate personal identity within pre-existing structures by employing Archer’s theory on structure and agency as a backdrop. The changing phases in how ‘western’ societies view indigenous practices and knowledges are applied together with (de)colonial perspectives to understand (colonial) structures. Some key findings are that the coastal Sámi students’ identity negotiations are complex, as official discourses seem to restrict them from identifying as ‘real’ Sámi, and that the local Sámi is within a discursive void due to unintended consequences resulting from the unification in the centralised education system. In focusing on students and using the educational system as a backdrop, this article seeks to deepen the understanding of how society and the educational system in particular condition students’ notions of what it entails to be Sámi and how students negotiate their identity.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"408 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125663459","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

On a Mission to Break Ground for a More Democratic School System 为更民主的学校制度奠基的使命

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2023-01-04 DOI: 10.7577/njcie.4916

Tessa Eriksen Grevle

{"title":"On a Mission to Break Ground for a More Democratic School System","authors":"Tessa Eriksen Grevle","doi":"10.7577/njcie.4916","DOIUrl":"https://doi.org/10.7577/njcie.4916","url":null,"abstract":"The importance of building democratic competency in the face of current global challenges cascades down into national curricula. Illustratively, in 2020, Norway introduced a new national curriculum that conveyed an expectation that students should experience a democratic school society in practice. In response to this new curriculum, in 2019, an upper secondary school in Norway decided to embark on a mission to develop and implement a new pedagogical model. The ambition was to increase the students’ sense of codetermination and participation in school, the local community, and society at large. Subsequently, an interdisciplinary pedagogical model has been in development at the school, in which the subject content is organized according to overarching topics. These topics are presented to students as quests called learning missions.\u0000Through in-depth interviews with teachers and leaders currently working on developing the new pedagogical method at the school, the current article investigates the challenges and opportunities the participants encountered in this process. The data have been coded through a stepwise deductive-induction method and analyzed using Bernstein’s concepts of classification and frame. The participants identified the inflexible organizational structures of the school—such as the school administrative system, the building, assessments, and the set timetable—as aspects that made it challenging for the school to depart from the dissemination-based approach to education. Inversely, the implementation of interdisciplinary topics in the Norwegian National Curriculum is one example of a structural change that the participants thought had opened up more flexibility. However, the participants experienced that this flexibility was not extended into the regulations controlling how time is spent in school or the assessment forms. Hence the article concludes that structural changes are necessary to enable the growth of pedagogical models that can increase students’ codetermination, active participation, and real-life experiences in schools.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"2017 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131401798","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

Reclaiming songs of wisdom in rural Bangladesh 在孟加拉国乡村，人们唱着智慧之歌

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2022-11-21 DOI: 10.7577/njcie.4943

Maria Jordet

引用次数: 0

What makes supported internships an effective approach to VET? 是什么让支持实习成为一种有效的职业教育培训方法?

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2022-11-14 DOI: 10.7577/njcie.4861

J. Hanson, Deb Robinson, G. Codina

{"title":"What makes supported internships an effective approach to VET?","authors":"J. Hanson, Deb Robinson, G. Codina","doi":"10.7577/njcie.4861","DOIUrl":"https://doi.org/10.7577/njcie.4861","url":null,"abstract":"Internationally, there have been varied attempts to secure the inclusion of young people with Special Educational Needs and Disabilities (SEND) in Vocational Education and Training (VET). This paper investigates supported internships (SIs), which are programmes that include college courses in numeracy and literacy, workplace learning, and broader life skill development. Drawing on an empirical study of one SI in England, this paper focuses on the pedagogic structure of SIs to explore how systematic instruction combines with elements of the workplace environment to bring about successful vocational learning for young people with SEND. It considers whether the expansive-restrictive conceptualisation of apprenticeship learning explains successful outcomes within an SI. A case study approach using a qualitative methodology of semi-structured interviews was adopted to explore the experiences of people involved in the SI. These included two job coaches, four colleagues, six interns and three graduates from the SI. Thematic analysis revealed this SI facilitates workplace learning for young people with SEND because it models an expansive (not reductive) approach to internships. Systematic instruction did not result in restrictive learning because of role design and broader organisational features. A key facilitating aspect was that the design of the internship fostered opportunities to develop identity through crossing boundaries. Implications for the design of SIs (to facilitate social inclusion and ensure employment outcomes for young people with SEND) are discussed.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130472436","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