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Nordic Studies in Education最新文献

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Om eksemplaritet og lærer(ud)dannelse. Fra mimesis til autonomi 关于示范和学习。从模仿到自主
Nordic Studies in Education Pub Date : 2022-10-17 DOI: 10.23865/nse.v42.3675
M. T. Korsgaard, Christian Clausen
{"title":"Om eksemplaritet og lærer(ud)dannelse. Fra mimesis til autonomi","authors":"M. T. Korsgaard, Christian Clausen","doi":"10.23865/nse.v42.3675","DOIUrl":"https://doi.org/10.23865/nse.v42.3675","url":null,"abstract":"In this paper, we present exemplarity as an alternative to the dominant evidence framework, and as the proper foundation for pedagogical reflection and action. This paper focuses attention on how exemplarity can serve to elicit and develop educational judgement. In other words, rather than evidence, teachers need good and bad examples of ways of acting and being to shape and sharpen their educational judgement. By turning to the exemplary approach, the space of reflection is widened, and educational judgement is challenged and provoked. The paper highlights how teacher judgement is formed through the challenge of examples.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49440779","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
«Samiskheit» i Kunnskapsløftet 2020: Ei diskursanalytisk lesing av Fagfornyinga1
Nordic Studies in Education Pub Date : 2022-10-17 DOI: 10.23865/nse.v42.3527
L. Sem, A. Kolberg
{"title":"«Samiskheit» i Kunnskapsløftet 2020: Ei diskursanalytisk lesing av Fagfornyinga1","authors":"L. Sem, A. Kolberg","doi":"10.23865/nse.v42.3527","DOIUrl":"https://doi.org/10.23865/nse.v42.3527","url":null,"abstract":"What idea of «Saaminess» is presented and produced by the current Saami and non-Saami national curricula of the Norwegian primary school? Our discourse analysis focussing on the interpellation of pupils shows that the two curricula express different attitudes towards Saaminess, and indeed to education. Saami pupils are interpellated primarily into recognizing and strengthening their Saami identity, and less to be critically inclined and independent-minded. In contrast the non-Saami curriculum focus on disciplinary skills, and has critical method as its fundament. Both curricula may be understood as initiations to dogmatic communities of ideology. We conclude that all teachers should read both plans within their fields, as each complement the other.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41969393","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
En fallstudie om finlandssvenska lärares insikter från ett utvecklingsprojekt 芬兰-瑞典教师从一个发展项目中获得的见解的个案研究
Nordic Studies in Education Pub Date : 2022-05-18 DOI: 10.23865/nse.v42.3181
Ann-Sofi Röj-Lindberg, Juha Hartvik, Malin Ingves
{"title":"En fallstudie om finlandssvenska lärares insikter från ett utvecklingsprojekt","authors":"Ann-Sofi Röj-Lindberg, Juha Hartvik, Malin Ingves","doi":"10.23865/nse.v42.3181","DOIUrl":"https://doi.org/10.23865/nse.v42.3181","url":null,"abstract":"The article is based on a case study. The collection of empirical material took place within a Development project. The focus is on the emerging insights of a group of Finnish-Swedish didacticians and practitioners collaborating on subject integration. The empirical material consists of text documents, audio and video recordings from collaborative meetings between the project participants. The article highlights conducive conditions to consider when implementing interdisciplinary teaching. The article illuminates insights that can act as catalysts for changes in practice for both didacticians and practitioners.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45248680","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
För vem finns planer att motverka kränkningar och diskriminering i förskolan? 为谁制定了打击学前教育中的侵权和歧视行为的计划？
Nordic Studies in Education Pub Date : 2022-05-18 DOI: 10.23865/nse.v42.3342
Anna Rantala, Mia Heikkilä
{"title":"För vem finns planer att motverka kränkningar och diskriminering i förskolan?","authors":"Anna Rantala, Mia Heikkilä","doi":"10.23865/nse.v42.3342","DOIUrl":"https://doi.org/10.23865/nse.v42.3342","url":null,"abstract":"The aim is to discuss in what ways annually written plans regarding preschool could support the work to counteract abusive treatment and discrimination. The empirical material consists of 89 documents. The result shows three different forms of plans; rendering-, descriptive- and analysis-based plans where the former completely lack of contextual anchoring. The results are discussed in relation to Ball’s concepts performativity and fabrications. This article discusses how performative control, including ability to measure, evaluate and compare preschools, can influence the teachers to fabricate the content. This study can give further knowledge of how these plans can be understood and for whom they are written.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45929506","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
Leading the Development of Research-based Teaching: A Swedish Case 引领研究性教学的发展:一个瑞典案例
Nordic Studies in Education Pub Date : 2022-05-18 DOI: 10.23865/nse.v42.3206
Ylva Ståhle
{"title":"Leading the Development of Research-based Teaching: A Swedish Case","authors":"Ylva Ståhle","doi":"10.23865/nse.v42.3206","DOIUrl":"https://doi.org/10.23865/nse.v42.3206","url":null,"abstract":"The aim of this article is to examine Swedish principals’ conception of their leadership role when realising research-based teaching in relation to research traditions. The study is based on ten principals’ conceptions of research-based teaching, analysed phenomenographically. The results indicate that application of research results is in several respects the most dominant notion of what teaching on a scientific basis entails. The conceptions of the principals’ derive from traditionally accepted beliefs and expectations, which is in line with how national reforms are implemented. Instructional and transformational leadership models are represented when leading schools toward research-based teaching.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68917059","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
Teacher Education and the Roots of Icelandic Student Teachers’ Instructional Self-Efficacy 教师教育与冰岛学生教师教学自我效能感的根源
Nordic Studies in Education Pub Date : 2022-05-18 DOI: 10.23865/nse.v42.3129
Amalía Björnsdóttir, Knut-Andreas Christophersen, E. Elstad, Thurídur Jóhannsdóttir, Are Turmo
{"title":"Teacher Education and the Roots of Icelandic Student Teachers’ Instructional Self-Efficacy","authors":"Amalía Björnsdóttir, Knut-Andreas Christophersen, E. Elstad, Thurídur Jóhannsdóttir, Are Turmo","doi":"10.23865/nse.v42.3129","DOIUrl":"https://doi.org/10.23865/nse.v42.3129","url":null,"abstract":"The focus in this study is on the antecedents of Icelandic student teachers’ instructional self-efficacy in classroom management and ability to support learner engagement. We examine how student teachers’ instructional self-efficacy relates to their experience in the teacher education programme, including campus preparation and practice teaching in schools. Data were gathered from 191 compulsory school student teachers. The results show that experiences with problem behaviour in the classroom are negatively related to student teachers’ efficacy in classroom management. Further, perceptions of the relevance of campus experiences are strongly related to student teachers’ efficacy in classroom management. The implications for practice and future research are discussed.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43292166","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 Teachers’ Interpretations of Responsibility in a Norwegian Language Training Programme 挪威语培训课程中教师责任的诠释
Nordic Studies in Education Pub Date : 2022-05-18 DOI: 10.23865/nse.v42.3246
Aslaug Kristiansen
{"title":"On Teachers’ Interpretations of Responsibility in a Norwegian Language Training Programme","authors":"Aslaug Kristiansen","doi":"10.23865/nse.v42.3246","DOIUrl":"https://doi.org/10.23865/nse.v42.3246","url":null,"abstract":"This study aims to investigate how teachers carry out their professional responsibility in daily teaching. It is conducted at a school that offers language training programs for adult immigrants and refugees. The data is based on participant observation in classrooms and interviews with the teachers. The findings indicate that a clear consciousness of the role of a teacher seems to be a “governing principle” for the practice of professional responsibility, whether the role concerns being accountable regarding the teacher’s contract with the greater society or moral considerations in the daily student and teacher interaction.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46186263","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
Pædagogik og/eller uddannelsesforskning og uddannelsesvidenskab?: Danske konstellationer og spændinger 教育和/或教育研究和教育科学？：丹麦星座和紧张局势
Nordic Studies in Education Pub Date : 2022-03-07 DOI: 10.23865/nse.v42.3796
J. E. Kristensen
{"title":"Pædagogik og/eller uddannelsesforskning og uddannelsesvidenskab?: Danske konstellationer og spændinger","authors":"J. E. Kristensen","doi":"10.23865/nse.v42.3796","DOIUrl":"https://doi.org/10.23865/nse.v42.3796","url":null,"abstract":"The first part and main part of this article describes the conflictual entry of two different interdisciplinary concepts of ‘educational research’ in Denmark during two periods including the specific tensions between these two concepts and the local established forms of pedagogical reserach: the entry during the 1970s of a new critical and sociological concept of educational research inspired by German neomarxism and ‘kritische Erziehungswissenschaft’, and the entry of the Anglo-American concept of ‘educational research’ around 2000 in the wake of the OECD’s National Review on Educational R & D in Denmark 2004. Unlike traditional pedagogical thinking and research these concepts are primarily geared towards a social scientific (sociological, economic, and political) understanding of education. The second part of the article is focused on the local reorganization of the field of educational research that occurred with the opening of the new Danish University of Education (Danmarks Pædagogiske Universitet) in 2000. It shows how and why the concept of educational sciences unlike Norway and Sweden did not occur in Denmark until 2010 and with a very limited diffusion in comparison to the concept of educational research. In the third and final part, the article discusses the problems in translating ‘education’ with ‘uddannelse’ in the Nordic languages and follows the semantic transformations of the Danish concept of ‘uddannelse’ during the last 50 years. It shows how it has become the cover term for all kinds of educational but also political, economic and managerial matters making it rather difficult to say what educational research and educational sciences are sciences of and all about.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44957131","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
Vetenskap, profession och politik: Om förändring av det pedagogiska kunskapsområdet i Sverige
Nordic Studies in Education Pub Date : 2022-03-07 DOI: 10.23865/nse.v42.3787
S. Lindblad
{"title":"Vetenskap, profession och politik: Om förändring av det pedagogiska kunskapsområdet i Sverige","authors":"S. Lindblad","doi":"10.23865/nse.v42.3787","DOIUrl":"https://doi.org/10.23865/nse.v42.3787","url":null,"abstract":"The purpose of this essay is to analyse changes in the field of education sciences and research in Sweden. In focus are matters of research relevancing in relation to intellectual organization and scientific ethos. Three periods are identified: Academic Establishment 1890-1940; Scientific Expansion 1940-1990; and Academic Fragmentation 1990-onwards). These periods are related to different ways of relevancing educational sciences and to research positions. External pressures are increasing, in turn stressing demands for the research community to analyse and discuss these pressures and their constraints and opportunities in relation to educational research and premises for knowledge organisation and scientific ethos.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43443153","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
Om pedagogisk forskning ved norske lærerutdanninger: Pedagogikkutdanneres oppfatninger av pedagogisk forskning 关于挪威教育研究中的教育学研究：教育学是在教育学研究的态度中接受教育的
Nordic Studies in Education Pub Date : 2022-03-07 DOI: 10.23865/nse.v42.3786
Herner Sæverot, M. Brekke, Dziuginta Baraldsnes, Glenn-Egil Torgersen
{"title":"Om pedagogisk forskning ved norske lærerutdanninger: Pedagogikkutdanneres oppfatninger av pedagogisk forskning","authors":"Herner Sæverot, M. Brekke, Dziuginta Baraldsnes, Glenn-Egil Torgersen","doi":"10.23865/nse.v42.3786","DOIUrl":"https://doi.org/10.23865/nse.v42.3786","url":null,"abstract":"The topic of this study is pedagogical research at Norwegian teacher education schools. The research question we ask is: How should, according to educationists, pedagogical research in teacher education be perceived? The purpose of the study is to provide a picture of the educationists’ opinions of problem areas and questions regarding pedagogical research. To map this, we use an exploratory mixed method, with a qualitative preliminary study and a quantitative main study. The theoretical framework describes the main features of the institutional development and perceptions of Norwegian pedagogical research and appears as a background for the analysis and discussion. The findings show individual differences among the educationists of our study concerning perceptions of pedagogy as a research field. We found no systematic variation between different educational institutions or background variables (gender, teaching or research experience). This implicates a discussion of pedagogic as research area in order to strengthen pedagogic as a scientific discipline.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43182842","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
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