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Editorial 1/2018
Different Fields of Education
(side 3-4)
av Herner Saeverot & Dziuginta Baraldsnes
Vitenskapelig publikasjon
(side 5-16)
av Svein Loeng

Eugen Rosenstock-Huessy (1888–1973) was a central force in the work on adult learning in Germany in the 1920s. He was a leading person in the first theoretical, academic reflections on adult learning, and implemented his theories in practical actions. Even if his comprehensive work has influenced key figures in the field of adult learning in the inter-war and post-war period, he is strikingly invisible in the literature of the field.

Så konsentrer deg da!
Hvordan lærerstudenter oppfatter en ukonsentrert elev
Vitenskapelig publikasjon
(side 17-34)
av Bente Hvidsten & Gunvor Birkeland Wilhelmsen

The individual allocation of hours for pupils with concentration difficulties is increasing. This article focuses on how teacher students, in their last year of study (N=80), describe a pupil with concentration challenges. Further, it studies how their way of assessing the term concentration may influence the strategy of individual adaptation in school. The informants participating in this study are student teachers answering this survey just before their graduation. The authors see a tendency of the students' professionalization to influence the understanding of the pupils' concentration, and that a small number of participants see the need for individual adaptation. The consequences of the students' understanding of the concept of concentration are discussed against research in the field, since it is the obligation of the school to provide pupils with an individual, modified education.

Klasseledelse, uro og mobning:
Resultater fra TIMSS 2011
Vitenskapelig publikasjon
(side 35-51)
av Emil Smith & David Reimer

This article studies classroom management and disciplinary climate drawing on the Trends in International Mathematics and Science Study (TIMSS) 2011. Relations between classroom management, disciplinary climate and academic achievement are analysed based on 2,800 Danish fourth grade students using questionnaire data for students, teachers and principals. Applying multilevel analysis, we can show a positive correlation between classroom management and academic achievement as reported by individual students, while classroom management as reported by teachers or principals shows no significant association with students’ measured test scores. Furthermore, disciplinary climate, particularly measured as student experiences of victimization, have a sizable relationship with academic achievement.

Kunnskap i endring
Kollegaveiledning som innfallsvinkel til utvikling av lærande barnehagar
Vitenskapelig publikasjon
(side 52-66)
av Hege Fimreite & Ingrid Fossøy

The aim of this article is to gain knowledge about how peer counselling eventually contributes to the development of learning kindergartens. The empirical material is based on video recordings from peer counselling sessions, reflections in retrospect and the participants experiences expressed in focus group interviews. As expected, the kindergartens have to deal with challenges when introducing peer counselling. The results also indicate change in the way the participants perform meetings, that is the way they communicate and deal with professional challenges. The process gradually became more theory informed. We also identified a transition of knowledge from being exclusively structural to acknowledging it as processual.

Vitenskapelig publikasjon
(side 67-81)
av Solveig Kalgraf & Eva Mila Lindhardt

The aim of this article is to shed light on the role of the teacher educator in a practice context in Norway. More specifically, the article examines the professional role of the teacher educator in meetings with practice teachers and students following the students’ teaching sessions. The article focuses on the different participants’ expectations and experiences, as well as the teacher educators’ professional role in the meetings. This is a case study in which practice meetings were observed and follow-up interviews were conducted with participants. The findings shows that the participants understand the role of the teacher educator as comprehensive. It is expected that the teacher educator contributes with theoretical knowledge, reflection and contributes to create good relations among the participants. The findings seem furthermore to indicate that the teacher educators’ role is unclarified and complex, and that one may question their importance for student learning in practice meetings.

NERA 2017 keynote:
Education and the Future of Society
(side 82-93)
av Palle Rasmussen

1-2018, årgang 38


Nordic Studies in Education kommer med 4 nummer i året.

Editorial staff

Herner Sæverot, editor

Dziuginta Baraldsnes, editorial assistant

Editorial group


John B. Krejsler (+45) 871 63 835

E-mail: jok@edu.au.dk

Niels Kryger (+45) 871 63 714

E-mail: kryger@e


Sirpa Lappalainen (+358) 919 120 536

E-mail: sirpa.lappalainen@helsinki.fi

Anna Slotte (+358) 294 140 972

E-mail: anna.slotte@helsinki.fi


Gestur Guðmundson +354 5 255 358

E-mail: gesturgu@hi.is


Elisabeth Bjørnestad +47 22452055

E-mail: elisabeth.bjornestad@hioa.no

Hans Petter Ulleberg +47 73590286

E-mail: hans.petter.ulleberg@svt.ntnu.no


Carl Anders Säfström +46 086085154

E-mail: carl.anders.safstrom@sh.se

Robert Thornberg +46 13282118

E-mail: robert.thornberg@liu.se


E-mail: nordic-studies-in-education@hvl.no


Nordic Studies in Education

Att: Herner Sæverot, Department of Education

Western Norway University of Applied SciencesP.O. Box 7030, 5020 Bergen, Norway

ISSN online: 1891-5949

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