Nordic Journal of Comparative and International Education (NJCIE)最新文献_第8页

Different dimensions of knowledge in teacher education - a general typification 不同维度的知识在教师教育中的一般类型化

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-09-24 DOI: 10.7577/njcie.3722

Birgitte Lund Nielsen, J. Lund

{"title":"Different dimensions of knowledge in teacher education - a general typification","authors":"Birgitte Lund Nielsen, J. Lund","doi":"10.7577/njcie.3722","DOIUrl":"https://doi.org/10.7577/njcie.3722","url":null,"abstract":"The paper presents a typology of dimensions of ‘knowledge’ related to teacher education and professional practice. It departs from the observation that this theme is determined in many different ways and as a whole seems very difficult to capture. The purpose is to contribute to further clarification. Three dimensions of teacher knowledge are presented: 1) Ways of handling knowledge, 2) Modes of knowledge, and 3) Knowledge in a content perspective. Referring to the first dimension, it is emphasized that student teachers need to develop both a critical consciousness of knowledge, as well as abilities for enacting knowledge and for constructing knowledge. ‘Enacting knowledge’ includes taking different perspectives and using various types of knowledge to understand and handle a professional situation. ‘Constructing knowledge’ refers, for example, to student teachers researching professional challenges. Dimension 2 focuses on different modes in which teacher knowledge can appear with the subcategories global evidence, local ‘evidence’, and theory and philosophy. Dimension 3 refers to knowledge in a content perspective, with an open list of typical content in teacher education. The potentials and perspectives of this typology are discussed, including examples of how it can be used and also reference to professional knowledge and professionalism.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133830434","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

Being inclusive when talking about diversity 在谈论多样性时要包容

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-09-23 DOI: 10.7577/njcie.3725

Silje Andresen

{"title":"Being inclusive when talking about diversity","authors":"Silje Andresen","doi":"10.7577/njcie.3725","DOIUrl":"https://doi.org/10.7577/njcie.3725","url":null,"abstract":"This paper explores how discourses of national identity are managed in one of Norway’s core institutions – the educational system. As Norway changed into a multi-ethnic society, classrooms became a central arena for individuals with different religious and ethnic backgrounds to meet. How boundaries of ‘Norwegianness’ are managed in the classroom is therefore of importance. Based on a thematic analysis of observations of classroom lessons and interviews with teachers in schools in Oslo, I argue that teachers navigate between several different yet overlapping discourses of 'being Norwegian'. Using the theoretical framework of bright and blurred boundaries and different understandings of ‘Norwegianness’, I show how teachers manage different discourses rooted in citizenship, cultural traditions, values, ethnic boundaries or Whiteness. These discourses can be activated simultaneously in society and in the classroom. However, the Norwegian school system’s core value of equality and inclusiveness gives precedence to the discourse based on citizenship. To manage the other discourses, teachers use different strategies when addressing boundaries along different dimensions of national belonging.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"204 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132863599","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

“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use “我只要谷歌一下”——培养专业的数字能力，培养学生教师负责任地使用信息通信技术

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-09-23 DOI: 10.7577/njcie.3752

G. Gudmundsdottir, O. Hatlevik

{"title":"“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use","authors":"G. Gudmundsdottir, O. Hatlevik","doi":"10.7577/njcie.3752","DOIUrl":"https://doi.org/10.7577/njcie.3752","url":null,"abstract":"The rapid emergence of information and communication technology (ICT) has had implications for the education system and initial teacher education (ITE) in particular. This study investigated the extent to which teacher education assists student teachers in developing their professional digital competence (PDC) in general and, more specifically, their competence in using ICT responsibly. Responsible use of ICT is here taken to include privacy and copyright issues, ethical issues and the ability to evaluate digital information. To explore Norwegian student teachers’ perspectives, awareness and experience of the responsible use of ICT, in-depth interviews were conducted with 10 student teachers before their practice placements at local schools and with six students after their practice placements. Overall, the findings indicate that the student teachers mostly knew how to search for and evaluate digital information, but that they tended to choose the most convenient approach for search and evaluation. Further, it seems that the student teachers were aware to some extent of how to avoid advertisements, marketing or inappropriate content when using online resources in the classroom. However, they had limited competence in dealing with privacy and copyright issues in a teaching setting. One of the challenges identified through this study is that, during practice placements, the attention seems to be on the technical aspects of ICT rather than on pedagogical or responsible ways of using ICT. The study concludes that teacher education programmes need to include responsible use of ICT as an integral part of their programme, as well as during student teachers’ practice placements in schools, rather than providing stand-alone activities or courses of limited duration.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125714884","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: 14

Editorial: Perspectives on teachers’ transdisciplinary professional competence 社论:教师跨学科专业能力透视

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-09-23 DOI: 10.7577/njcie.4009

B. Smestad, Monica Johannesen, Hanne Christensen

{"title":"Editorial: Perspectives on teachers’ transdisciplinary professional competence","authors":"B. Smestad, Monica Johannesen, Hanne Christensen","doi":"10.7577/njcie.4009","DOIUrl":"https://doi.org/10.7577/njcie.4009","url":null,"abstract":"What are the prevalent understandings of the concept of teachers’ professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education (such as diversity, research and development (R&D) and digital competence) contribute in forming teachers’ professional competence? This special issue’s contributions address a variety of perspectives on core concepts for understanding the complexity of teachers’ professional competence. They define, question and criticize the prevalent epistemological and ontological understandings within teacher qualification. They include theoretical and empirical papers addressing a variety of perspectives on teacher qualification and teachers’ professional competence, with a particular focus on the role of modes of knowledge, learning arenas and multidisciplinarity as contributors to transdisciplinary goals in teacher qualification. In addition, contributions illustrate dimensions of teachers’ professional competences such as teachers’ diversity competence, teachers’ R&D competence and teachers’ digital competence. ","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128054829","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

Decolonization of education from the perspective of a Norwegian solidarity organisation for students and academics 从挪威学生和学者团结组织的角度看教育的非殖民化

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-07-13 DOI: 10.7577/njcie.3903

Sunniva Folgen Høiskar

{"title":"Decolonization of education from the perspective of a Norwegian solidarity organisation for students and academics","authors":"Sunniva Folgen Høiskar","doi":"10.7577/njcie.3903","DOIUrl":"https://doi.org/10.7577/njcie.3903","url":null,"abstract":"For us in SAIH it’s not the daily fare that one of our policy papers becomes the centre of a huge public debate. That was the case in the summer and fall of 2018 when we adopted a resolution calling for decolonization of higher education, questioning the exceptionality of Western academia. Along with a seminar held at PRIO (the Peace Research Institute in Oslo), this sparked a debate with quite harsh criticism from parts of Norwegian academia (Lie, 2018). We called for more visibility of perspectives that are overlooked due to colonial structures still present in academia, and by many this was perceived as a threat to the status quo (Nilsen, 2018). We experienced being ascribed opinions that lay far from SAIH’s work and policies ranging from populism, anti-science, political correctness, and being compared with anti-vaxxers (Solberg, 2018). One thing was the criticisms that were built on straw man arguments (Sæbø, 2018) or misinterpretations, but what also took us by surprise was the scepticism, and fear that decolonization would harm the quality of education and research (Saugstad et al., 2018). To us, this seemed like a paradox, as decolonial perspectives could in our opinion open up for a chance to critically revisit curricula and teaching practices, and by that strengthen academia as a consequence. Another argument brought forward in the debate was that decolonization is an imported trend, but that it is not relevant in Norway, and that SAIH and others were calling for decolonization to be fashionable. While it is true that decolonization of education in a Norwegian context was new for SAIH in 2018, many scholars and students had already been engaged in the topic for a long time and had been making tremendous efforts when the debate came up in 2018. As for SAIH, we","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134533242","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

A Brief Introduction to Parental Involvement in Early Childhood Education in Turkish and Finnish Contexts 土耳其和芬兰儿童早期教育中父母参与的简要介绍

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-07-01 DOI: 10.7577/njcie.3762

S. Hakyemez-Paul

{"title":"A Brief Introduction to Parental Involvement in Early Childhood Education in Turkish and Finnish Contexts","authors":"S. Hakyemez-Paul","doi":"10.7577/njcie.3762","DOIUrl":"https://doi.org/10.7577/njcie.3762","url":null,"abstract":"Research conducted in recent decades has shown the importance of parental involvement in pupils’ well-being, learning, and future academic success as well as their cognitive, social, and emotional development. In addition to these benefits, parental involvement practices improve parental confidence and satisfaction as well as enriching educational programmes, enhancing the climate of educational institutions, and easing teachers’ work burden through responsibility-sharing and increased information flow. Although the significant role of parental involvement is well-supported by various studies, some research reveals that a gap continues to exist between the recommendations of related research and what is practised in educational institutions in reality. This gap explains in part the persistence of insufficient parental involvement practices. This paper, which is based on my public lektio aims to gain a better understanding of early childhood educators’ self-reported reasons for insufficient practices as well as identifying their parental involvement practices and their views in Finnish and Turkish contexts. The study is reported in four original articles, using the quantitative and qualitative data gathered from a representative sample of 287 early childhood educators from Helsinki and 225 early childhood educators from Ankara. Analysis of the results drew attention to the gap between theory and practice as well as the reasons behind this gap from the educators’ point of view. All the data material were discussed for each context, thus allowing for the highlighting of practical implications, which contributed not only to the research on parental involvement practices in different countries but also to the research on identifying factors affecting sufficient parental involvement. In addition to country-centred interpretations, the comparative aspect of this study contributes to existing research into world culture vs. local culture discussions.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124168111","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

Tornedalian Teachers’ and Principals’ in the Swedish Education System: Exploring Decolonial Pockets in the Aftermaths of ‘Swedification’ 瑞典教育体系中的教师和校长:探索“瑞典化”后的非殖民化口袋

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-06-12 DOI: 10.7577/njcie.3535

Pär Poromaa Isling

{"title":"Tornedalian Teachers’ and Principals’ in the Swedish Education System: Exploring Decolonial Pockets in the Aftermaths of ‘Swedification’","authors":"Pär Poromaa Isling","doi":"10.7577/njcie.3535","DOIUrl":"https://doi.org/10.7577/njcie.3535","url":null,"abstract":"This article explores decolonial pockets among Tornedalian teachers and principals by scrutinising the pre-requisites for school staff to integrate Tornedalen’s minority culture and practise the Meänkieli language in ordinary teaching and learning. It also investigates the challenges and opportunities aligned with such en-deavours. The data collection is based on qualitative focus-group and individual interviews with teachers, principals and pupils at upper secondary schools in two Tornedalian municipalities, in Northern Sweden. The findings reveal a practice in which teachers’ and principals’ Tornedalian cultural background is either more or less prominent, depending on the occasion. Particularly in the classroom context, teachers are obliged to mute and put aside their minority language, Meänkieli. Thus, they transform their behaviour and adopt a Swedish manner of conduct in their contacts with pupils. Consequently, teachers’ Tornedalian cul-tural identity becomes less prominent. Simultaneously, Swedish school culture takes precedence, and its authority controls what can be seen as proper educational subjects as well as the classroom’s social interactions. The analysis, guided by decolonising perspectives, reveals that minority language and cultural practices are mainly alive and active in the unofficial settings of the schools. These manifestations of resistance against the Swedish language and Swedish culture’s dominance of school practices, which remain alive in these decolonial pockets, is not organised and not part of official school practice. However, the conversations with school staff and pupils revealed that the competence, desire and strategies exist to ignite a pedagogy more inclusive of minority perspectives that can facilitate the transfer of Tornedalian minority knowledge and perspectives to pupils. This could empower decolonial Meänkieli practices and revitalise Tornedalian culture among young Tornedalians.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"86 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131538426","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

Decolonial options and foreclosures for global citizenship education and education for sustainable development 全球公民教育和可持续发展教育的非殖民化选择和丧失抵押品赎回权

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-06-02 DOI: 10.7577/njcie.3554

K. Pashby, Louise Sund

引用次数: 9

Environmental Citizenship in a Nordic Civic and Citizenship Education Context 北欧公民与公民教育背景下的环境公民

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2019-12-11 DOI: 10.7577/njcie.3268

S. Cheah, Lihong Huang

引用次数: 10

Barn og unges hverdagssteder i endring

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2019-12-02 DOI: 10.7577/njcie.3293

K. Vogt

{"title":"Barn og unges hverdagssteder i endring","authors":"K. Vogt","doi":"10.7577/njcie.3293","DOIUrl":"https://doi.org/10.7577/njcie.3293","url":null,"abstract":"This article describes the ways in which children and young people’s everyday places have changed in the course of the Post-war period in Norway and suggests some opportunities and constraints arising from these changes. The analysis is based on biographical interviews with three generations in 23 Norwegian families, in addition to a wide selection of relevant research and statistics. Children and young people’s everyday places have become more institutionalized, organized and digitalized, and neighbourhoods have become less important as sites of everyday interaction. This development has varying implications for different groups of young people. Those who experience failure in school are in the greatest need of experiences of mastery in other areas. Recruitment to organized leisure activities is closely related to parental resources, and whereas experiences of household work previously could point the way into prac-tical occupations, many practically inclined young people now lack direction, opportunities and motiva-tion, except for different varieties of consumption. The mastery experienced in today’s everyday places can be relevant and valuable in the labour market, albeit in different ways than the building, tinkering and care work of previous periods.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129818535","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