Although widespread in the Anglo Saxon tradition of education, action research in the Nordic countries is influenced more by outcomes from other areas, such as work sciences. The purpose of this paper is to comprehend action research within the Nordic educational tradition as rooted in concepts of Bildung, pedagogy and folk enlightenment. A case study describing an early childhood teacher, Mia, is presented to demonstrate how the personal, professional and political dimensions of action research are realised within both the individual and the extra-individual realms. The story is also used as an example to establish a Nordic variant of action research where parallels with knowledge creation in study and research circles are evident. This variant, which we call Collaborative and Action Research builds, first, on collaboration between education professionals and, secondly, on collaboration between researchers and practitioners.
In this study we seek to explore how expert teachers mediate the many influences on their practice. The research we report is set in the context of lower secondary school teaching of Danish language and literature. Findings suggest that teacher expertise can be conceptualized by a set of role types based on the dimensions of goals, norms, discourses and practices. Teachers seem to move between different types of teacher expertise according to the perceived demands of the situation, mediating policy requirements, practicing interpretations of educational goals, and administering classroom discourses and practices in ways which sometimes differ from those intended.
The article explores oral skills training in six Norwegian classrooms. The analysis draws on data material from the Pisa+ study, containing video observations from six 9th grade classrooms in Norway. The results show that oral presentations are the dominant method in Norwegian secondary schools when it comes to oral skills, other methods such as discussions and meta teaching are rarely registered. The students receive little guidance from the teachers while preparing for oral presentations and the feedback is general, uncritical and not concrete.
A democracy requires politically educated citizens who are capable of actively participating in the democracy. The school has played, and plays an important role in this context. This article contains an examination of four separate Norwegian curricula in light of three different understandings of democracy, these being communitarian, deliberative and liberal. Content analysis of the curricula’s general and principle components as well as a study of two subjects has been completed (social studies and Norwegian). This analysis reveals that the range between these understandings of democracy differs among the various curricula, a factor which also affects what is emphasized to students during their democratic cultivation. The role of democratic citizen is a role that must be acquired, in turn requiring clarity with respect to how this role is to be interpreted by the individual.