Nordic Studies in Education最新文献

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Introduksjon: Pedagogikk under press. Hvordan kan vi motstå presset?
Nordic Studies in Education Pub Date : 2022-03-07 DOI: 10.23865/nse.v42.3784
Herner Sæverot, Jens Erik Kristensen
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引用次数: 1
Education’s Relative Autonomy: A Closer Look at the Discipline’s Past, Present, and Future 教育的相对自主性:学科的过去、现在和未来
Nordic Studies in Education Pub Date : 2022-03-07 DOI: 10.23865/nse.v42.3785
Stefan T. Siegel, E. Matthes
{"title":"Education’s Relative Autonomy: A Closer Look at the Discipline’s Past, Present, and Future","authors":"Stefan T. Siegel, E. Matthes","doi":"10.23865/nse.v42.3785","DOIUrl":"https://doi.org/10.23865/nse.v42.3785","url":null,"abstract":"The relative autonomy of Pädagogik (education) as an academic field has always been in jeopardy. Consequently, we take a closer look at its past, present, and future. We begin by retracing the historical development of this field of study in the German-speaking context. In the second part, we look at the current state of the discipline and spotlight current developments threatening education’s autonomy, first and foremost the steep rise and dominance of Empirische Bildungsforschung (empirical educational research). In the last part, we argue for education as an independent discipline and outline how educationalists can strengthen its autonomy and disciplinary identity.","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":"41499985","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
Scotland and Pedagogy: Moving from the Anglophone Towards the Continental? 苏格兰与教育学:从英语国家走向欧洲大陆?
Nordic Studies in Education Pub Date : 2022-03-07 DOI: 10.23865/nse.v42.3770
P. Adams
{"title":"Scotland and Pedagogy: Moving from the Anglophone Towards the Continental?","authors":"P. Adams","doi":"10.23865/nse.v42.3770","DOIUrl":"https://doi.org/10.23865/nse.v42.3770","url":null,"abstract":"Across the Anglophone world, throughout the late 20th and early 21st century, learning and teaching became the go-to descriptions for teacher and learner activity. Notably, this term posited individualistic views that ‘education is an individual right’ realised through technically proficient teacher-action that engenders favourable positioning in a post-industrial, efficient world. More recently, pedagogy seems to have remerged as a flavoursome term. However, its use is still dominated by the doctrines of the Global Education Reform Movement (GERM) realised through education science assumptions and approaches. In turn, across much of the Anglophone world, pedagogy is mostly described as ‘the methods and practices of teaching’ often associated with delivery-type teaching and learning judged by quantitative uplift on test scores. Pedagogy, it seems, is still subservient to individualism reified by forms of technically legitimate teaching competence.\u0000In many respects, Scotland is no different: policy frames and explanations (Adams, 2016) often legitimise through technocratic and positivist Discourses (Gee, 2012). Matters such as the recent incorporation of the UNHRC into Scottish law offer hope though, for they offer ‘rupture’. The OECD might prevail over system-wide evaluation and conversations about ‘curriculum’ dominate, but ever-increasing calls to shift ‘schooling’ from ‘learning and teaching’ to ‘education, more broadly conceived’ seem to have widened discourse (Gee, 2012) and acknowledged the inherently political. While this has not magically moved pedagogy on, it is clear is that pedagogy as ‘being in and acting on the world, with and for others is finding a Scottish voice.","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":"41896850","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
Pedagogiken som vetenskap i Finland i ljuset av icke-affirmativ pedagogikteori 从非肯定性教学理论看芬兰的教育学
Nordic Studies in Education Pub Date : 2022-03-07 DOI: 10.23865/nse.v42.3788
Michael Uljens
{"title":"Pedagogiken som vetenskap i Finland i ljuset av icke-affirmativ pedagogikteori","authors":"Michael Uljens","doi":"10.23865/nse.v42.3788","DOIUrl":"https://doi.org/10.23865/nse.v42.3788","url":null,"abstract":"The article argues we need to interpret education in relation to general cultural and societal developments, exemplifying this by the developmental history and contemporary tensions in education as a discipline in Finland. In international comparison, education in Finland has preserved a strong identity as a discipline, not reduced to “a field of research”. This autonomy has historical roots in how Bildung contributed to nation building in 19th century. The article reveals that recent interest in non-affirmative education theory had an early representative in J. V. Snellman (1806–1881). The connection is reestablishing, having been forgotten for during a century.","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":"46408752","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
At forstå den transnationale dimension i uddannelsespolitik 理解教育政策的跨国层面
Nordic Studies in Education Pub Date : 2022-03-07 DOI: 10.23865/nse.v42.3732
Christian Ydesen
{"title":"At forstå den transnationale dimension i uddannelsespolitik","authors":"Christian Ydesen","doi":"10.23865/nse.v42.3732","DOIUrl":"https://doi.org/10.23865/nse.v42.3732","url":null,"abstract":"I dette essay review diskuteres John Benedicto Krejslers bog 'Skolen og den transnationale vending: Dansk uddannelsespolitik og dens europæiske og angloamerikanske forbindelser' i en uddannelsespolitisk og forskningsmæssig kontekst.","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":"49664600","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
Dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik 教学实践培训——关于敏感语言和非预测教学法的实际必要性和有用性
Nordic Studies in Education Pub Date : 2021-12-01 DOI: 10.23865/nse.v41.2723
Thomas Iskov, N. Tange
{"title":"Dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik","authors":"Thomas Iskov, N. Tange","doi":"10.23865/nse.v41.2723","DOIUrl":"https://doi.org/10.23865/nse.v41.2723","url":null,"abstract":"In regards of teaching in lower and secondary schools the article pursues an empirical answer to how it is possible to talk about and accommodate pupils formation without defining, predicting and instrumentalizing the teaching practice. An action research project combined with practice-theoretical analyzes of teachers approach to formation shows, that language and concepts about formation must be open and sensitizing. Furthermore it is shown that teaching should be intentional but not causal, which underlines that teaching is experimental also in terms of planning and development. Finally a model is presented, which seeks to clarify important characteristics of what is described as a pedagogical reconsideration, that formation-oriented teaching must rely on.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48380015","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
”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen “打破教师守则”——从学生角度分析口语考试中的受试者
Nordic Studies in Education Pub Date : 2021-12-01 DOI: 10.23865/nse.v41.2692
J. Isager
{"title":"”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen","authors":"J. Isager","doi":"10.23865/nse.v41.2692","DOIUrl":"https://doi.org/10.23865/nse.v41.2692","url":null,"abstract":"In order to graduate, Danish (and Norwegian) upper secondary high-school students are assessed orally in high-stakes tests by two teacher-assessors. Based on a fieldwork following students preparing for the oral exam, the article investigates who the students are presupposing to talk to at the exam. Exam introductions and student interviews are analyzed using Bachtin’s dialogical theory. The paradigmatic case analysis finds that students focus on delivering interpretations that they think the teacher wants to hear, since alternative interpretations are considered a confrontation with the assessors. Potentially, this limits what students allow assessors to gain access to at the exam.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46023709","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
Hvordan vil du være pædagog? Et fagpersonligt dannelsesspørgsmål, som kalder på kvalificere(n)de faglige fællesskaber 你想怎样当一名教师?职业培训问题,需要专业团体
Nordic Studies in Education Pub Date : 2021-12-01 DOI: 10.23865/nse.v41.2685
Line Togsverd, Jan Jaap Rothuizen
{"title":"Hvordan vil du være pædagog? Et fagpersonligt dannelsesspørgsmål, som kalder på kvalificere(n)de faglige fællesskaber","authors":"Line Togsverd, Jan Jaap Rothuizen","doi":"10.23865/nse.v41.2685","DOIUrl":"https://doi.org/10.23865/nse.v41.2685","url":null,"abstract":"In our research concerning the education of Danish pedagogues we found a common understanding that professionalism and personal involvement are not mutually exclusive, so we grapple with the relationship between them. We settle the problem with a reminder of the nature of education and upbringing as a cultural project based on values such as participation and emancipation: values that always have to be realized in unique situations. We argue that professionalism and personal involvement go hand in hand if they are embedded in communities of investigative practice, in which multiple forms of knowledge are brought into play.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47847654","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
The Work Context and Mentoring: Do Job Characteristics Influence Mentoring Received? 工作环境与辅导:工作特点对接受辅导有影响吗?
Nordic Studies in Education Pub Date : 2021-12-01 DOI: 10.23865/nse.v41.3487
Torbjørn Waaland
{"title":"The Work Context and Mentoring: Do Job Characteristics Influence Mentoring Received?","authors":"Torbjørn Waaland","doi":"10.23865/nse.v41.3487","DOIUrl":"https://doi.org/10.23865/nse.v41.3487","url":null,"abstract":"The purpose of this paper is to investigate the influence of job characteristics on mentoring received. A survey questionnaire was sent to 435 employees from 29 preschools in Norway and 284 responses were returned, a response rate of 65.3%. Exploratory factor analysis and stepwise regression analysis were used to analyze the data while age was used as a control variable. The results reveal that social support and feedback from others have a significant influence on mentoring received, indicating that coordination of work based on these job characteristics could promote mentoring received in preschools.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45419884","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
Et kvantitativt blik på forældredeltagelse i skolesamarbejdet: Generelle tendenser i forhold til uddannelse, køn og klassetrin 父母参与学校合作的定量研究:教育、性别和年级的总体趋势
Nordic Studies in Education Pub Date : 2021-12-01 DOI: 10.23865/nse.v41.2813
Martin Brygger Andersen
{"title":"Et kvantitativt blik på forældredeltagelse i skolesamarbejdet: Generelle tendenser i forhold til uddannelse, køn og klassetrin","authors":"Martin Brygger Andersen","doi":"10.23865/nse.v41.2813","DOIUrl":"https://doi.org/10.23865/nse.v41.2813","url":null,"abstract":"This article examines parental involvement in school collaboration. The study was based on survey data from Program for Learning Management gathered between 2015 and 2019. An analysis was performed on parent responses (N = 38,378) to elucidate their personal experience of school collaboration in Danish primary and lower secondary public schools. The results indicate that highly educated parents more often participate equally in school collaboration. Mothers are still more involved in school collaboration than fathers and more often take on the main responsibility, especially at higher grade levels. In general, fathers could be involved more.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43773188","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
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