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This article reviews research on Norwegian General Teacher Education (NGTE) conducted in 2000–2010. In the analysis, the findings are based on the focus in the covered research, presented in three categories: (A) Research on the NGTE teacher educators, (B) Research on the NGTE student teachers’ development, and (C) Research on the development and renewal of NGTE. The analysis of the reviewed material clearly indicates the need for further research concerning organizational aspects, policy impacts, beliefs and opinions of teacher educators related to the strategies used to facilitate the various competence goals in respect to governmental policy and student teachers’ development of teacher identity and knowledge.
All Norwegian schools are required to undertake regular school-based evaluation in order to assess whether their organization and teaching contribute to achieving the objectives laid down in the national curriculum. This paper describes how six primary schools used their school evaluation findings, and examines the role of the school principal in determining the degree and type of use. Two schools did not use the findings, whereas the remaining four schools used them to make decisions about the direction of school improvement efforts. Only one school used the findings for the purpose of organizational and teacher learning. The authors argue that leadership priority and type of facilitation are important determinants of how evaluation findings are used.
This article reports from a research project which explores how conscious efforts of teachers to scaffold and develop pupils' linguistic repertoire create changes in the way the children talk and think together when discussing texts in group. Data was collected over the course of one year through video recordings, teacher logbooks and notes in a third grade school class. Four children's dialogues were examined. The results indicate that 1) the children's participation in group discussions increased, 2) they expanded their discourse strategies and 3) disagreement and tension in the discussions seemed to trigger more and richer discourse. How these results affected the children's learning and identity development is discussed. The article closes by some expanding reflections on the theoretical framework used in the study.
Cultural-Historical Activity Theory (CHAT) er et teoretisk rammeverk som kan forstås både som en analysemodell og et utviklingsverktøy. For forskere som anvender CHAT som et utviklingsverktøy kan forskerrollen være problematisk, og en kan spørre om i hvilken grad man blir premissgiver og fortolker? I denne artikkelen rettes et kritisk og analytisk blikk på CHAT som analysemodell og utviklingsverktøy for praksis i skolen. Det innebærer at begrepet virksomhet i denne sammenheng betyr skolen. Utgangspunkt for diskusjonen er en longitudinell studie av et skoleutviklingsprosjekt der leseeksperter/forskere støtter rektorer og lærere ved sju skoler i utvikling av skolens leseundervisning.
The article presents different arguments for why the relationship between knowledge and care/ethics should be explored in more detail. With a comparative perspective it becomes obvious that whetherteachers' view themselves as primarily subject-oriented or people-oriented depend on the national cultural traditionwithin which they perform their profession. Through a brief historical review,I launch the hypothesis that maybe theoretical knowledge needs support from other structures of value in Norway, and by using findings from an empirical sociological study of the highly educated in Norway, I show how important moral repertoires of evaluations seems to be in Norway. By bringing together the historical and cultural sociological argument we catch eye of a way to conduct more sophisticated and comprehensive sociology of knowledge discussions of teacher education.
At the 9th form level in the Danish Folkeskole, a mandatory project assignment gives students the opportunity to complete and present an interdisciplinary project. It has sometimes been raised as a critique of the project assignment that it discriminates against students from certain social backgrounds and that it does not connect with the school subjects. In the discussion of such critique different ways of understanding subject knowledge play an important role. Drawing on classroom research at two schools of different socio-economic student backgrounds we discuss the conception of knowledge and learning in the students’ completion of the project assignment. It appears that the conceptions and demands of knowledge that relate to the framing and assessment of the project assignment also relate to socio-economic conditions.