Nordic Journal of Comparative and International Education (NJCIE)最新文献_第5页

Students’ understanding of legal citizenship and co-citizenship concepts 学生对法律公民和共同公民概念的理解

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2022-08-16 DOI: 10.7577/njcie.4747

Kerenina K. Dansholm

{"title":"Students’ understanding of legal citizenship and co-citizenship concepts","authors":"Kerenina K. Dansholm","doi":"10.7577/njcie.4747","DOIUrl":"https://doi.org/10.7577/njcie.4747","url":null,"abstract":"This article presents findings from a research project aimed at exploring youth understandings of two Norwegian words for citizen: statsborger and medborger, translated as legal citizen and co-citizen. The topic was explored through group interviews with 10th grade students in three schools. The findings are analysed through the lens of subject positions and capabilities, with the results showing that students appropriate categories and storylines within public debate in order to frame different citizen subject positions as either one of ‘us’ or ‘them’. Dichotomies and overlaps are also visible in descriptions of citizen capabilities as either legal, ideal, or societal. Legal capabilities, understood as the juridically defined rights of majority and minority legal citizens and co-citizens, are less clear to students and are at times obscured by societal capabilities, or the rhetoric within public debate which may hinder minority capabilities. Additionally, ideal capabilities, or democratic values, often stand in conflict with the rhetoric of public debate. The main implication of these research findings is that a citizenship lens allows for a nuanced exploration of citizen subject positions and attendant capabilities within a democracy, including exploration of the challenges that minority citizens may face. Being explicit about the who (subject position), what (categories), and how (storylines) of democratic participation will allow students a more critical understanding of citizenship than the predominantly values centred discussions which are often a staple of citizenship education.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"28 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126084654","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

Quality of Pre-School Teacher Education in Ethiopia and its Implication for Quality Learning Outcomes 埃塞俄比亚学前教师教育质量及其对优质学习成果的影响

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2022-06-27 DOI: 10.7577/njcie.4625

A. Abraha, B. Sisay

{"title":"Quality of Pre-School Teacher Education in Ethiopia and its Implication for Quality Learning Outcomes","authors":"A. Abraha, B. Sisay","doi":"10.7577/njcie.4625","DOIUrl":"https://doi.org/10.7577/njcie.4625","url":null,"abstract":"This study looks at the quality of preschool teacher education in Ethiopia in view of three basic components: curriculum relevance, profiles of teacher educators, and the selection and recruitment of candidates. The study adopted a case study design guided by competency-based teacher development theory and collected data through documentary analysis (the curriculum and recruitment guideline), and interviews of five professionals. The findings showed that the preschool teacher education curriculum has alignment gaps in four major aspects: (a) the preschool teacher education curriculum focused on subject area contents rather than on holistic child development, (b) the preschool teacher education curriculum overlooked motor skills as well as socio-emotional development categories, and (c) languages of instructions at preschool teacher education and preschool level are different (English and mother tongue respectively). Besides, invited professionals from other departments offer 36 of the 42 courses but lacked appropriate professional orientation and experiences to prepare the less capable candidates admitted to the program. Accordingly, policy intervention to make appropriate amendments in the curriculum, staff profiles and practicum components, and further research on views of graduates and relevant stakeholders were identified as areas of further endeavors.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130492217","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

National Policy for Internationalisation in Higher Education 国家高等教育国际化政策

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2022-06-02 DOI: 10.7577/njcie.4763

C. Ndaipa, K. Edström, Lars Geschwind

{"title":"National Policy for Internationalisation in Higher Education","authors":"C. Ndaipa, K. Edström, Lars Geschwind","doi":"10.7577/njcie.4763","DOIUrl":"https://doi.org/10.7577/njcie.4763","url":null,"abstract":"The impetus of this study is to explore the internationalisation of higher education policy in Mozambique at a national level. Internationalisation has been one of the major themes of discussion across countries but except for South Africa, it is rarely researched in sub-Saharan Africa from the perspective of the policy of higher education at a national level. This study is qualitative and applies the policy analysis method. Data derive from higher education policy documents and semi-structured interviews with policy-makers. Two research questions are asked. First, how do policy-makers understand and strategise the internationalisation of higher education in Mozambique? Second, what are the rationales and challenges for undertaking internationalisation of higher education? The findings reveal that internationalisation is understood as mobility of students and staff, establishment of agreements and cooperation and integration of higher education in the Southern African Development Community and worldwide. The findings further reveal that the rationales for undertaking internationalisation of higher education policy encompass quality, academic training, competitiveness, prestige, and knowledge production. An ideological mismatch in the strategies of the internationalisation between policy-makers and policy documents was noted, identifying opportunities for a more creative approach. \u0000 ","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133467432","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

‘It is like a hammer and toothbrush; you need it for the rest of your life’ – Five Norwegian teachers’ experiences of working at a ‘thinking school’ “它就像锤子和牙刷;你的余生都需要它。”——五位挪威教师在“思考学校”工作的经历

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2022-02-05 DOI: 10.7577/njcie.4347

Erik Ryen, K. Jegstad

{"title":"‘It is like a hammer and toothbrush; you need it for the rest of your life’ – Five Norwegian teachers’ experiences of working at a ‘thinking school’","authors":"Erik Ryen, K. Jegstad","doi":"10.7577/njcie.4347","DOIUrl":"https://doi.org/10.7577/njcie.4347","url":null,"abstract":"This article investigates how a group of Norwegian teachers experience working at a ‘thinking school’ (i.e. a school that cooperates with UK-based consultancy Thinking Matters). The context is curriculum development in Norway, where schools and teachers are given increasing freedom in terms of what methods to apply and what content to teach while being expected to reflect and develop collectively as professional communities. In this setting, it is interesting to see how teachers utilise the tools and models offered by an external actor and how they negotiate between these and their own pedagogical ideas as well as the demands put on them by the curriculum. We approached this study by firstly analysing two documents published by Thinking Matters, and secondly by asking how the teachers experience the effects of the thinking school approach on pupils’ learning and themselves as professional teachers. We interviewed five teachers who emphasised several positive aspects of working within the thinking school approach. However, in this article, we also identify some tensions resulting from the adoption of a whole-school approach that emphasises the methods that teachers should use and that pupils should master as a way of achieving the overarching aims of the curriculum.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127814680","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

Narrative Inquiry as an Arena for (Polish) Caregivers’ Retelling and Re-experiencing of Norwegian Kindergarten 叙事探究:挪威幼儿园(波兰)看护人复述与再体验的舞台

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2022-01-18 DOI: 10.7577/njcie.4503

Alicja R. Sadownik

{"title":"Narrative Inquiry as an Arena for (Polish) Caregivers’ Retelling and Re-experiencing of Norwegian Kindergarten","authors":"Alicja R. Sadownik","doi":"10.7577/njcie.4503","DOIUrl":"https://doi.org/10.7577/njcie.4503","url":null,"abstract":"This study shows how conducting a narrative inquiry with migrant parents not only serves as a means of collecting their experiences of kindergarten services but also opens up a communicative space that allows for engagement with stories different from one’s own, and thus allows for the re-experiencing of the services provided. The presented re-experiences were ultimately found to be necessary for the participating parents to understand the values and knowledge underpinning kindergarten practices and routines, and thus to engage meaningfully and authentically with kindergartens. In the material presented, re-experiencing comprises the process of relating to the retold narrative’s temporality and sociality, which are oriented toward facilitating engagement with other people’s stories, as well as with one’s own and others from the past. The conclusion drawn was that the communicative spaces created through narrative inquiry have the potential to support kindergarten’s work in enhancing authentic partnerships with (particularly migrant) parents and addressing the democratic deficit in the involvement of (migrant) parents. Diverse ways of using narrative inquiry as facilitating parental engagement in the synergy between academia and the early childhood education sector are also reviewed.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116676408","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

Introducing the PEAT model to frame professional digital competence in teacher education 引入PEAT模型构建教师专业数字能力

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-11-30 DOI: 10.7577/njcie.4226

A. McDonagh, P. Camilleri, Bård Ketil Engen, O. Mcgarr

引用次数: 14

Pre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway 职前教师 数字体验 通过挪威的数字教学实践

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-11-30 DOI: 10.7577/njcie.4230

P. Jimarkon, Phalangchok Wanphet, Kenan Dikilitaş

{"title":"Pre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway","authors":"P. Jimarkon, Phalangchok Wanphet, Kenan Dikilitaş","doi":"10.7577/njcie.4230","DOIUrl":"https://doi.org/10.7577/njcie.4230","url":null,"abstract":"Digital skills are one of the key competences outlined in The European Reference Framework of Key Competences for Lifelong Learning prescribed by the EU in 2006. Integration of digital tools and resources into the classroom results in more platforms for teaching and learning activities. Teacher training programmes prepare pre-service teachers with pedagogical competencies and skills necessary for their future practices. This paper shows that pre-service teachers could overcome the pedagogical challenges during COVID-19 teaching by updating their present and future classroom teaching strategies around digital literacy. To explore further how these new teaching circumstances are understood and reflected on by pre-service teachers, the researchers collected written reflections of 52 pre-service teachers in Norway using an open-ended survey about their digital integration experiences in their practicum. This paper offers analyses of the reflections inductively to reveal the teachers’ process of development of their classroom teaching strategies as influenced by new digitalisation-related experiences. The findings show low levels of digital integration according to the SAMR model but moderate to high levels of satisfaction among pre-service teachers of digital practices. In the light of these findings, this study offers pedagogical technological implications for teachers and teacher educators who work with teacher education curricula.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129751081","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

Digital Competence in Teacher Education Curricula 教师教育课程中的数字能力

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-11-30 DOI: 10.7577/njcie.4228

Ilka Nagel

引用次数: 9

Digital competences in Nordic teacher education 北欧教师教育的数字能力

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-11-30 DOI: 10.7577/njcie.4295

Sanne Lisborg, Vici Daphne Händel, Vibeke Schrøder, Mads Middelboe Rehder

{"title":"Digital competences in Nordic teacher education","authors":"Sanne Lisborg, Vici Daphne Händel, Vibeke Schrøder, Mads Middelboe Rehder","doi":"10.7577/njcie.4295","DOIUrl":"https://doi.org/10.7577/njcie.4295","url":null,"abstract":"We investigate how digital competences are being integrated into teacher education (TE) across the Nordic countries - Denmark, Sweden, Norway, and Finland in this article. We make the case that there has been an expansion of the agenda for digital competences in education. Digital competences have developed from an information and communication technology perspective to also include a critical, social, and creative understanding of digital technologies and computing competences. Methodologically, we make use of doc-ument analyses, qualitative questionnaires, and interviews with participants in the field. With an emphasis on Danish TE, we explore how TE in the Nordic countries has responded to this agenda on policy and institutional levels. We suggest that the Danish approach to the expanded agenda can augment tendencies and challenges in Nordic responses to digitalisation in TE. A key finding is that Nordic countries respond to the expanded agenda in different ways regarding policy regulation, content areas, and how digital com-petences are organised and distributed on a local level. Tendencies and challenges identified across Nordic countries are valuable to ensure the continual development of teachers’ digital competences.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131907906","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: 7

Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain 网络伦理意识与知识:马耳他、挪威和西班牙职前教师的比较研究

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-11-30 DOI: 10.7577/njcie.4257

J. Milton, T. H. Giæver, L. Mifsud, Héctor Hernández Gassó

{"title":"Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain","authors":"J. Milton, T. H. Giæver, L. Mifsud, Héctor Hernández Gassó","doi":"10.7577/njcie.4257","DOIUrl":"https://doi.org/10.7577/njcie.4257","url":null,"abstract":"This paper explores the knowledge and understanding of cyberethics held by preservice teachers across three European countries. The study was conducted via an online survey and yielded a total of 1,131 responses from preservice teachers in Spain, Norway, and Malta. The facets of cyberethics included in this study were specifically related to behaving responsibly online, safeguarding privacy, respecting copyright, seeking consent of third parties before posting images or videos on social media platforms, and considering their own professional identity as future teachers when posting images or videos online. The findings indicate that preservice teachers reported similar levels of competence in both applying copyright and respecting privacy rules. However, this varied across countries, with preservice teachers in Malta and Norway reporting higher levels of knowledge and awareness than their counterparts in Spain. Malta had the largest number of participants who reported that they ‘always’ considered the potential impact that posting media online may have on their careers, followed by Norway. Spain had the largest number of preservice teachers who stated that they rarely or never thought about this impact on their teaching career. Our findings highlight the need for student teachers’ knowledge of cyberethics to be prioritised during ITE, especially within the framework of developing a professional digital identity. In light of our findings, we recommend that all ITE programmes include digital competence and cyberethics components in their curricula. This would enable preservice teachers to develop an emerging professional and digital identity to face the challenges of becoming teachers in the 21st century.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130318020","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