Nordic Journal of Comparative and International Education (NJCIE)最新文献_第9页

Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea 在具有挑战性的背景下改善学校工作:厄立特里亚参与式行动研究项目后的实践者的观点

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2019-10-30 DOI: 10.7577/njcie.3039

K. Idris, Y. M. Asfaha

引用次数: 2

The dilemma of teaching with digital technologies in developing countries: Experiences of art and design teacher educators in Uganda 发展中国家使用数字技术教学的困境:乌干达艺术和设计教师教育工作者的经验

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2019-06-01 DOI: 10.7577/NJCIE.3313

Wycliff Edwin Tusiime, Monica Johannesen, Gréta Björk Guðmundsdóttir

{"title":"The dilemma of teaching with digital technologies in developing countries: Experiences of art and design teacher educators in Uganda","authors":"Wycliff Edwin Tusiime, Monica Johannesen, Gréta Björk Guðmundsdóttir","doi":"10.7577/NJCIE.3313","DOIUrl":"https://doi.org/10.7577/NJCIE.3313","url":null,"abstract":"This case study explores how teacher educators use digital technologies in teaching Art and Design (A&D) in a developing country. It uses semi-structured interviews and non-participant observations to gather qualitative data from teacher educators at two teacher training institutions in central Uganda. To understand the actual use of technologies by teacher educators in the A&D classroom, analysis of the data employed concepts from van Dijk’s resources and appropriation theory (RAT) and Mishra and Koehler’s TPACK framework. The findings indicate that low digital competence among teacher educators and insufficient access to appropriate hardware, software and the Internet means that A&D teacher educators in Uganda only occasionally use digital technologies in the classroom. Instead, teacher educators use non-professional software such as Microsoft Office to teach Art and Design subjects. The findings further confirm teacher educators’ limited awareness of the relationship between technology, pedagogy and content knowledge in the Art and Design classroom. Insufficient access to adequate digital resources, skills and knowledge explains the low creative use of digital technologies in teaching A&D lessons.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124473336","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

Discrepancies in school staff’s awareness of bullying 学校员工对欺凌意识的差异

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2019-06-01 DOI: 10.7577/NJCIE.3332

I. Eriksen, Lihong Huang

{"title":"Discrepancies in school staff’s awareness of bullying","authors":"I. Eriksen, Lihong Huang","doi":"10.7577/NJCIE.3332","DOIUrl":"https://doi.org/10.7577/NJCIE.3332","url":null,"abstract":"Bullying is a severe problem for school students in many education systems. We know that the role of principals and teachers is vital for detecting and following up on bullying, and for implementing appropriate measures. Staff awareness of bullying in schools is commonly reported to be far lower than students’ own reports, but this is rarely studied from a comparative perspective. This study assesses reported bullying from the perspectives of students, teachers and principals in schools in Denmark, Finland, Norway and Sweden. We examine the association between the school administration’s awareness of bullying among their pupils, student reports of bullying, and the information and measures put in place at schools in each country. We use comparative analyses of the International Civic and Citizen-ship Education Study (ICCS 2016) data from Denmark, Finland, Norway and Sweden (students, N = 18,962; teachers, N = 6,119; school principals, N = 630). The prevalence of students’ reports of bullying are similar across the four countries, but we find large discrepancies in the prevalence of bullying re-ported by students, teachers and principals. Whereas Norwegian schools are most active in employing measures to inform and raise awareness about bullying for staff, parents and students, Finnish teachers and principals were observed to be far more aware of their students’ bullying than their Nordic counter-parts. \u0000 ","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127397281","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

Anmeldelse av temanummer i Tidsskrift for ungdomsforskning:

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2019-05-28 DOI: 10.7577/NJCIE.3197

Evy Jøsok

引用次数: 0

Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter? 移民学生在冰岛的高等教育经历:为什么文化响应教学很重要?

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2019-05-28 DOI: 10.7577/NJCIE.2850

Artem Ingmar Benediktsson, A. Wozniczka, A. Tran, H. Ragnarsdóttir

{"title":"Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter?","authors":"Artem Ingmar Benediktsson, A. Wozniczka, A. Tran, H. Ragnarsdóttir","doi":"10.7577/NJCIE.2850","DOIUrl":"https://doi.org/10.7577/NJCIE.2850","url":null,"abstract":"The paper is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework is based on culturally responsive teaching that derives from multicultural education theory which focuses on analysing the position of minority groups, including immigrants in societies with special attention to their access to education. According to the theory, culturally responsive teaching methods and balanced workload based on the students’ language abilities, previous experiences and background have positive effects on the immigrant students’ well-being and generally contribute to their sense of belonging in the universities (e.g. Gay, 2018; Nieto, 2010). The participants of the study are 41 immigrant university students who participated in focus group and individual interviews. The findings show that despite the fact that culturally responsive teaching as an established teaching method is still an uncommon phenomenon in Icelandic universities, the students’ experiences are highly positive, even when culturally responsive teaching is applied unsystematically by some teachers. Furthermore, the findings reveal that the students especially valued an atmosphere of care, trust and power-sharing in the classroom. The study makes a significant contribution to understanding immigrant students’ experiences of the education process in Icelandic universities that currently emphasise the importance of multicultural education and pay special attention to providing equal rights to education to everyone regardless of their origin. Furthermore, the study is relevant from a comparative perspective and contributes to the general discussion about immigrant students in higher education in Europe.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127367909","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: 5

University Curriculum in Special Teacher Education in Finland and Sweden 芬兰和瑞典特殊教师教育的大学课程设置

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2019-05-28 DOI: 10.7577/NJCIE.2659

M. Takala, Marie Nordmark, Karin Allard

引用次数: 6

A theoretical approach to understanding the global/local nex-us: the adoption of an institutional logics framework. 一种理解全球/地方关系的理论方法:采用制度逻辑框架。

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2019-05-09 DOI: 10.7577/NJCIE.3027

K. Parish

引用次数: 3

Teachers’ professional development and an open classroom climate 教师专业发展与开放课堂氛围

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2019-04-04 DOI: 10.7577/NJCIE.2871

Aihua Hu, Lihong Huang

引用次数: 4

Hva slags medborger?

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2019-03-25 DOI: 10.7577/NJCIE.2441

Emil Sætra, Janicke Heldal Stray

{"title":"Hva slags medborger?","authors":"Emil Sætra, Janicke Heldal Stray","doi":"10.7577/NJCIE.2441","DOIUrl":"https://doi.org/10.7577/NJCIE.2441","url":null,"abstract":"In this article, we explore teachers’ ideas about teaching for democratic citizenship. In short, we want to understand “what kind of citizen” teachers aim to educate. We ground our study in three ideal types that represent different ways of understanding what education for democratic citizenship education revolves around: politically informed citizenship (politisk informert medborgerskap), rational autonomous citizenship (rasjonelt autonomt medborgerskap), and socially intelligent citizenship (sosialt intelligent medborgerskap). A first finding is that teacher emphasize that students should acquire knowledge that they can make use of as democratic citizens. Teachers are preoccupied with making students politically informed. A second finding is, however, that teachers understand democratic citizenship education as something more than just knowledge acquisition. One purpose that holds high priority with the teachers is that students should learn how to think critically; to become rationally autonomous. The pedagogical implication of this view is that students should acquire knowledge, skills, and attitudes that helps realize this ambition. This interpretation of what democratic citizenship is moves beyond being able to make an informed choice between different alternatives or representatives. In the last part of the article education for democratic citizenship is discussed in light of the third category; the socially intelligent citizen. We find that while teachers put much emphasis on knowledge and critical thinking, there is little emphasis on participation in democratic practices. We thus conclude that teachers talk about schooling as a tool for democracy much more than they talk about democracy as an ideal or model for schooling. \u0000 ","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114465043","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

Læreplan og demokrati

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2019-03-15 DOI: 10.7577/NJCIE.2440

Emil Sætra, Janicke Heldal Stray

{"title":"Læreplan og demokrati","authors":"Emil Sætra, Janicke Heldal Stray","doi":"10.7577/NJCIE.2440","DOIUrl":"https://doi.org/10.7577/NJCIE.2440","url":null,"abstract":"In this article, we examine how social studies teachers’ say they interpret and use different parts of the curriculum in order to teach for democracy. The empirical material of the study is based on a questionnaire and semi-structured interviews with teachers in secondary school in Norway. We present three main find-ings. A first finding is that most social studies teachers plan their instruction based on the subject-specific competence aims. For most teachers, the general part of the curriculum, where democratic education is highlighted, does not constitute an articulated part of instruction. Some teachers feel, however, that they still work in accord with this part of the curriculum, but in a way better described as tacit. A second finding is that teachers agree that the subject-specific competence aims are comprehensive and that many teachers agree they are too comprehensive. A third finding is that the teachers disagree about whether conditions for democratic citizenship education are adequate or not. We suggest two inter-related reasons for this disa-greement. One reason is somewhat different interpretations of and emphasis put on the mandate to teach for democracy by different teachers. A second reason is differences in pedagogy and school culture.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128125252","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