University of Oslo (UiO): FRITT (E-Journals)
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Videolekser som ressurs for lesing og undervisning i lærerutdanning – En studie av hvordan samarbeid og partnerskap kan utvikles rundt lærerstudenters videoinnspilte leserefleksjoner
No full textDenne artikkelen rapporterer fra et pågående designeksperiment der et konsept kalt «videolekser» ble introdusert for å få innsikt i lærerstudenters lese- og læringsprosess. Konseptet ble laget i samarbeid mellom underviserne på universitetet og en lærer i kombinasjonsstilling.Videoleksene innebar at studentene spilte inn korte filmer der de reflekterte over egen lesing før de møtte til undervisning. Prosjektet ble gjennomført i et masteremne (år 4 av 5) ved et norsk universitet. Studien følger til sammen 47 lærerstudenter som tok emnet i løpet av en to-årsperiode. Datamaterialet består av 118 refleksjonsvideoer. Materialet er kodet, og utvalgte utdrag fra filmene presenteres og analyseres med interaksjonsanalyse.I artikkelen synliggjøres videoleksene som en form for videobasert støtte til lærerstudentenes lese- og læreprosess, med mulighet for å komme i kontakt med studentenes ofte «tause» selvstendige lesing. Studien konkluderer med at bruken av video har potensial til å skape felles fokus, og under bestemte forutsetninger bidra til å skape partnerskap og relevans i lærerutdanningen.
Nøkkelord: partnerskap, kombinasjonsstillinger, IKT og læring, interaksjonsanalyse, videolekser
Video assignments as resources for reading and instruction in teacher education – A study on how collaboration and partnership can be developed around teacher students’ video-recorded reading reflections
AbstractThis study reports from an ongoing design experiment in which a concept called “video assignments” was introduced for accessing teacher students’ reading and learning process. The concept was designed in collaboration between lecturers at the university and a practicing teacher in a combined position.The video assignments entailed that students recorded short video clips in which they reflected on their reading prior to meeting in class. The project was conducted at a master’s level course (year 4 of 5) at a Norwegian university. There were 47 students who participated in the course over a two-year period, and the data material consists of 118 video reflections. The material was coded, and selected extracts from the videos are presented and analyzed by means of interaction analysis.In the article, the video assignments are displayed as a form of video-based support to the students’ studying and learning process, with opportunity for accessing the students’ often “silent” individual reading process. This study concludes that the use of video has potential for creating a common focal point, and under certain prerequisites contributing to creating partnership and relevance in teacher education.
Keywords: partnerships, combined positions, ICT and learning, interaction analysis, video assignment
Arbeid med skriving i yrkesfaglærerutdanningen
No full textDenne artikkelen er basert på en studie om skriving i yrkesfaglærerutdanningen. Med bruk av en kvantitativ spørreundersøkelse av studenter på bachelorutdanningen og kvalitative intervjuer av et utvalg yrkesfaglærerutdannere, som «mixed methods», gir artikkelen et dobbelt perspektiv på hvordan skriving praktiseres i utdanningen sett fra studenters og yrkesfaglærerutdanneres erfaringer og synspunkter. Studien undersøker hvordan studenter utvikler sin skrivekompetanse og hva slags skrivekompetanse som vektlegges i yrkesfaglærerutdanningen. Begrepet «skrivekompetanse» har i denne studien et dobbelt perspektiv; det ene er relatert til disiplin eller fag- og kontekst-spesifikk skriving, det andre til en generisk, overførbar og kontekstuavhengig skrive-kompetanse. Artikkelen diskuterer behovet for en generisk og overførbar skrive-kompetanse når fagkompetanse skal kommuniseres i et tekstbasert arbeidsliv i raske endringer. Dette aspektet vil stå sentralt når studenter på yrkesfaglærerutdanningen skal, som ferdig utdannete yrkesfaglærere, gi opplæring til framtidens fagarbeidere. Den teoretiske innrammingen av studien er basert på en sosiokulturell tilnærming i tråd med New Literacy Studies, og på teorier som utforsker nye perspektiver på literacy og kontekst. Forskningsspørsmålene er: Hva slags skrivekompetanse vektlegges i yrkes-faglærerutdanningen, og hvordan forbereder skrivearbeidet i yrkesfaglærerutdanningen studentene på deres framtidige yrkesliv som yrkesfaglærere? Resultatene viser at studentene har en liten utvikling av skrivekompetansen sin i løpet av bachelor¬utdanningen. En forklaring er at mye skriving i løpet av utdanningen gir skrivetrening og bidrar til å utvikle skrivekompetansen. En annen er læreres eksplisitte undervisning og veiledning. Men lærere i yrkesfaglærerutdanningen praktiserer dette i ulik grad og med ulike vektlegginger på skrivekompetanse. Det siste kan ha sammenheng med lærernes egen kompetanse og synspunkter på behovet for skrivekompetanse rent generelt, men kan også knyttes til institusjonens prioriteringer. Verdt å nevne er at mange studenter etterlyser mer fokus på skriving og å lære å skrive akademiske tekster. Skrivearbeidet i yrkesfaglærerutdanningen har som primært mål å mediere læring og i mindre grad å utvikle studentenes skrivekompetanse i et framtidsperspektiv som yrkes¬faglærere.
Nøkkelord: yrkesfaglærerutdanning, skrivekompetanse, generiske og fagspesifikke skriveferdigheter, arbeidslivets behov for skrivekompetanse
Writing practices in Vocational Teacher Education
AbstractThis article is based on a study on writing practices in Vocational Teacher Education. By using a quantitative survey of bachelor students and qualitative interviews of a sample of teacher educators, as mixed methods, we got a double perspective on how writing is practiced by experiences and utterances from students and teacher educators. The study explores how students develop their writing competences and what kind of writing competences are emphasized in Vocational Teacher Education. The concept “writing competences” in this study has a dualistic or two-sided approach; one is related to professional, discipline and context specific writing, the other to a generic, transferable and context independent writing competence. The article discusses the need of generic and transferable writing skills as an important part of professional communication in a text-based and fast changing labor market. This aspect will be essential when students as full-fledged vocational teachers shall educate pupils to become skilled workers. The theoretical framing of the study is based on a socio-cultural approach in line with New Literacy Studies, and on theories that explore new perspectives on literacy and context. Our research questions are: What kind of writing competences are emphasized in the Vocational Teacher Education, and how do writing practices prepare students to their future work as vocational teachers? The results show that students have little development of writing competences during their bachelor studies. One explanation is that a lot of writing during education also develops their writing competences. Another is teacher educators’ supervision of writing competences. However, teachers supervise in different ways with focus on different factors of writing skills. The latter is probably related to teachers’ own competences and attitudes towards the need of writing competences in general. But it can also be related to institutional policy and priorities towards writing competences. Worth mention, is that students ask for more focus on writing practices and learning to write academic texts. Writing practices has a primary goal to mediate learning in Vocational Teacher Education, and to a lesser extent to develop students’ writing competences in the perspective of a future as vocational teachers.
Keywords: Vocational Teacher Education, writing competences, generic and subject specific writing skills, labor market’s need of writing competence
The translation of Moore's Medea: analysis of difficulties and translation techniques (English Spanish)
No full textEl presente artículo comienza abordando las principales innovaciones en la llamada «Medea de Thomas Sturge Moore» (o «La Medea Norteamericana»), cotejándola frente a las «Medeas Clásicas» (de Eurípides y Séneca), para luego pasar a abordar las principales dificultades traductológicas y las técnicas más significativas llevadas a cabo en la traducción profesional de dicha obra al castellano. Con objeto de ilustrarlas, en esta investigación mostraremos diversos ejemplos de la obra y su traducción.This paper initiates by addressing the main innovations in the so-called «Medea by Thomas Sturge Moore» (or «the North-American Medea»). The aforementioned is then contrasted to the «Classic Medeas» (by Euripides and Seneca). Subsequently, it targets the main translatology difficulties and techniques applied during the professional translation of said play into Spanish. In order to illustrate them, several examples of the play and its translation, will be provided
La Retórica Cultural de Juan Crisóstomo como motor de una nueva Hegemonía Cultural
No full textActuando como motor de cambio social, la finalidad de la Retórica Cultural es la consecución de una nueva Hegemonía Cultural donde todos los ciudadanos de una cultura, incluidos los Otros, puedan estar representados sin excepción. Esa fue la misión de Juan Crisóstomo como predicador y Patriarca de Constantinopla. Partiendo de la rhetorica recepta, sus homilías, epístolas y discursos fueron la semilla de lo que hoy conocemos como Retórica Cultural, cuyo objetivo es la elocuencia de una sociedad completamente representada, cuya identidad como comunidad sea integradora y permanente.As a metaphorical engine, the main purpose of Cultural Rhetoric is the achievement of a new Cultural Hegemony where all citizens of a culture, including the Others, can be represented without exception. That was John Chrysostom´s mission as a preacher and Patriarch of Constantinople. Starting from Rhetorica Recepta, John Chrysostom´s homilies, epistles and speeches were the seed of what nowadays is conceived as Cultural Rhetoric, whose objective is the eloquence of a fully represented society, whose identity as a community is unifying and permanent
Discourses, practices and performances in Sámi museology at Tromsø University Museum
No full textThis article focuses on the set up, reception, and social scientific discursive fields that have informed two exhibitions about Sámi culture curated over time by Tromsø University Museum. They were curated in two different periods in the recent history of the Sami (end of 1990s and 2013–15). In our anthropologicallyinformed analysis we take a second look at the way in which researchers and curators have constructed, performed, and narrated certain aspects of Sámi material and immaterial heritage, in times of change and political awareness. The recent exhibitions have contributed to articulate essential issues concerning ethnic identity and cultural belonging in conversation with or critique towards the previous representation of Sámi ethnography at the museum, especially the renown Sámekulturen curated by Ørnulf Vorren. How did these exhibitions handle the representations in which Sámi people would mirror their history, identity and aesthetics? How did they speak on behalf of the Sámi but also in conversation with the Sámi? How were these presentations interpreted over time in a changing museological practice?
This article focuses on the set up, reception, and social scientific discursive fields that have informed two exhibitions about Sámi culture curated over time by Tromsø University Museum. They were curated in two different periods in the recent history of the Sami (end of 1990s and 2013–15). In our anthropologicallyinformed analysis we take a second look at the way in which researchers and curators have constructed, performed, and narrated certain aspects of Sámi material and immaterial heritage, in times of change and political awareness. The recent exhibitions have contributed to articulate essential issues concerning ethnic identity and cultural belonging in conversation with or critique towards the previous representation of Sámi ethnography at the museum, especially the renown Sámekulturen curated by Ørnulf Vorren. How did these exhibitions handle the representations in which Sámi people would mirror their history, identity and aesthetics? How did they speak on behalf of the Sámi but also in conversation with the Sámi? How were these presentations interpreted over time in a changing museological practice?
 
Narrating the Unspeakable: Making Sense of Psychedelic Experiences in Drug Treatment
No full textThe use of psychedelic substances has been described as an ‘unspeakable primary experience,’ one that is personal and ultimately indescribable. The ineffable quality of such an experience, however, does not prohibit or invalidate attempts to explain it. The struggle to narrate one’s experience is instead an important endeavor. But, how does narration work if the psychedelic experience is truly unspeakable? What kind of narratives are possible? What kinds of narrative work do psychedelics foreclose? This article addresses these questions by analyzing narratives generated about the use of psychedelics for drug treatment. Drawing on 16 months of ethnographic research at drug treatment centers in Baja California, Mexico, this article examines what narration looks like in the context of a psychedelic-based drug treatment modality. It pays particular attention to how people in treatment retell – or struggle to retell – their experiences with psychedelics to make sense of them and then articulate them for the researcher. I argue that psychedelic experiences pose a unique challenge for the anthropological study of these substances, particularly their therapeutic use. I show how these experiences resist narrativization in multiple ways, presenting both ethnographic and epistemological obstacles to the production of anthropological knowledge
«I don’t know what to write about!» - Teachers’ scaffolding in the start-up of writing situations
No full textMuntlig veiledning i skriving kan være krevende for lærere siden skrivesituasjoner er komplekse, og læreren har liten mulighet til å reflektere rundt og omformulere det som blir sagt. Denne studien undersøker to læreres veiledning i oppstarten av skrivesituasjoner på barnetrinnet. Elevene på 3. trinn skriver fortellinger og har fått relativt frie oppgaver. Det viser seg at det er utfordrende for noen elever å bruke fantasien for å generere idéer, de vet ikke hva de skal skrive om. Studien undersøker de to lærernes veiledning i disse situasjonene. Den bygger på teori om stillasbygging og diskuterer på hvilken måte lærernes veiledning kan forstås som en del av en stillasbyggingsprosess. Artikkelen bygger på videoobservasjon av de to lærernes undervisning, og utdrag fra oppstartssituasjoner blir analysert med utgangspunkt i fem ulike stillasbyggingsstrategier: tilbakemelding, hint, instruksjoner/forklaringer, modellering og spørsmål. Resultatene viser at lærerne bruker ulike stillasbyggingsteknikker og i ulik grad. De stiller mange spørsmål for at elevene skal få idéer, og spørsmålene har svært ulike funksjoner. Den ene læreren stiller spørsmål for å redusere elevenes valgmuligheter, mens den andre læreren modellerer mange idéer for å vise elevene at det finnes flere muligheter. Artikkelen bidrar med kunnskap om hvordan lærere veileder elever i skriving før det finnes tekst å veilede på. En studie som denne kan gi økt bevissthet rundt det komplekse i skriveveiledning. Læreren må ha klart for seg enkeltelevenes behov eller utfordringer. Hun trenger også fagdidaktisk kunnskap som må sitte i ryggmargen, fordi det er liten tid til å tenke seg om.
Nøkkelord: skriveopplæring, skriveveiledning, stillasbygging, stillasbyggingsstrategier, barnetrinnet
«I don’t know what to write about!» - Teachers’ scaffolding in the start-up of writing situations
AbstractOral guidance in writing may be demanding for teachers since writing situations are complex, and the teacher has little opportunity to reflect on and rephrase what is being said. This study examines two teachers’ scaffolding in the start-up of writing situations at the primary level. The pupils in 3rd grade are writing stories based on relatively free tasks. It turns out that it is challenging for some pupils to use their imagination to generate ideas, they do not know what to write about. The study examines two teachers’ scaffolding in these situations. The backdrop is scaffolding theory, and the discussion revolves around how teachers’ help can be understood as part of a scaffolding process. The article builds on video observations of the two teachers’ teaching, and excerpts from start-up situations are analyzed based on five different scaffolding strategies: feedback, hints, instructions/explanations, modeling and questioning. The results indicate the use of different scaffolding strategies to varying degrees. The teachers ask many questions which have different functions. One of the teachers asks questions to reduce the pupils’ options, while the other teacher models many ideas to show pupils that there are many opportunities. The article contributes with knowledge about teachers’ writing instruction before a text is written. This study might give increased awareness about the complexity of scaffolding in writing. The teacher has to know the individual pupil’s needs and challenges. She also needs pedagogical content knowledge, as there is little time to think and reflect in these situations.
Keywords: writing, writing instruction, scaffolding, scaffolding strategies, primary schoo
Nyanlända gymnasieelever – Elevidentiteter och språkbarriärer
No full textI föreliggande artikel studeras nyanlända elevers upplevelser av att vara elever på Språkintroduktion. Programmet är ett av fem introduktionsprogram i gymnasieskolan och tar emot nyanlända elever från 16 till 19 år. Eleverna placeras på Språkintroduktion eftersom de nyligen har kommit till Sverige och för att de ännu inte uppnått tillräckliga kunskaper i det svenska språket. I denna intervjustudie bidrar Homi Bhabhas teori om mellanrummet till en förståelse för hur erfarenheter av Språkintroduktion kan upplevas. Resultatet visar att elevgrupperna på Språkintroduktion är heterogena eftersom eleverna har olika erfarenheter av skola och arbete. Tre teman blir synliga i resultatet: elever med andra kunskaper och erfarenheter, elevidentiteter som särskilt framträder och det svenska språket som barriär. Resultaten visar att förvärvandet av det svenska språket för varje elev blir ett mål att nå samtidigt som det utgör ett hinder. Språket blir viktigt eftersom eleverna är beroende av det för att lyckas såväl i skolan som i samhällslivet. Likaså blir synliggörandet av elevers tidigare erfarenheter och kunskaper betydelsefullt eftersom det kan komma att påverka deras identitetsuppfattning.
Nyckelord: språkintroduktion; nyanlända elever; mellanrum; elevidentitet
Newly arrived upper secondary school students – Student identities and language barriers
AbsractThis study investigates newly arrived students’ experiences of being students at Language Introduction in Sweden. The program is one of five introductory programs in Swedish upper secondary school and admits newly arrived students from the ages of 16 to 19 years old. Students are placed at Language introduction because they have recently arrived in Sweden and since they have not yet gained enough knowledge of the Swedish language. In this interview study, Homi Bhabha’s theory of the third space contributes to an understanding of how experiences from Language introduction can be perceived. The results show that student groups at Language introduction are heterogeneous as students have diverse experiences of school and work. Three themes appear in the results: students with other kinds of knowledge and experiences, student identities in transformation, the Swedish language as an obstacle and as goal. The results show that the acquisition of the Swedish language becomes to each student a goal to reach and at the same time a hindrance. The language becomes important because the students depend on it in order to be successful in school as well as in life in society. Likewise, making the students’ past experiences and knowledge visible, becomes important as it may affect their perception of identity.
Keywords: språkintroduktion; nyanlända elever; mellanrum; elevidentite
The Good City: Counterterrorism and the Ethical Work of Transformation in Copenhagen
No full textIn between 2016 and 2017, a number of terrorist attacks took place in public spaces in cities across Europe. Consequently, numerous concrete blocks were placed in the streets of Copenhagen in order to prevent similar attacks made with vehicles towards people in the public space. For the Municipality of Copenhagen, this became the first step in a long process of dealing with the question of how to secure the city’s public spaces. Literature on security points to a worldwide increase in security measures, often legitimized by way of moral discourses of protecting democratic values and saving lives. This article provides an example of a counter movement where a public institution does not perform according to this premise. The article argues that employees at the Municipality of Copenhagen mobilize moral discourses and values associated with liberal democracy and the welfare state in order to minimize the presence of security measures in the public space. To the municipal employees the concrete blocks made Copenhagen’s public spaces express negative moral values such as hostility and fear. Therefore, they initiated what I will call an ethical work of transformation by shaping the materiality of the concrete blocks into security measures more in line with the moral values they associated with the public space and the good city. By following the ethical work of transformation done on counterterrorism measures, the article shows how moral values and materiality can be intertwined. Adding this material dimension to literature on morality and ethics, sheds new light on discussions of security and morality