University of Oslo (UiO): FRITT (E-Journals)
Not a member yet
5281 research outputs found
Sort by
Julevandring og yogakurs. Hvem definerer religion i barnehagen?
No full textBarnehager tilbys vandringer for barn i kirker i forbindelse med jul, og kurs for barn i yoga og meditasjon, av eksterne aktører. Vi har spurt barnehagelærerstudenter og deres praksislærere om de vil takke ja til slike tilbud, og bedt dem begrunne sine svar. Resultatet viser at majoriteten vil takke ja til begge og anser dem verken som religiøs involvering eller uttrykk for religiøs praksis. Vi diskuterer på hvilken måte tilbudene kan betraktes som religion med utgangspunkt i Jonathan Z. Smiths stedlige kategorier, og hvem som har definisjonsmakten over hva som er religion og religionsutøvelse i en barnehagekontekst.
Nøkkelord: Barnehage, Den norske kirke, Meditasjon, Religiøs praksis, YogaAbstract: Various Christian congregations offer church visits for Norwegian early childhood education and care (ECEC) institutions in connection with Christmas. Likewise, various providers offer courses in yoga and meditation. We have asked students and their training supervisor teachers at one early childhood teacher education if they will accept these kinds of offers, and how they will justify their answers. The results display that the majority will accept both offers and do not perceive them as either religious involvement or religious practice. We discuss who has the power to define what practices are considered religious in the context of ECEC, and if and how these offers can be considered as religion based on Jonathan Z. Smith’s categorization of religion.
Keywords: Early childhood education and care institutions, The Norwegian Church, Meditation, Religious practice, Yog
COVID-19, Discipline and Blame: From Italy with a Call for Alternative Futures
No full textThe preventive measures implemented to contain the coronavirus pandemic in Italy involve the self-confinement of the population. At the same time, I argue, an ethos of self-discipline is promoted, leading to ambiguous results. Although the pandemic may allow some people to imagine a different future, others have perceived it as the beginning of a war, in which the most critical aspect becomes placing blame and punish the agents responsible for the contagion, the undisciplined ones who threaten social collectivity
Authors writing in Nynorsk returning home. Four Garborg narratives – four museums
No full textIn 1924 the author Arne Garborg’s summer house Knudaheio in Time, Rogaland, was turned into an authentic house museum, at that time the fifth author museum in Norway and the third dedicated to an author writing in Nynorsk. Three more Garborg museums opened in 1951, 1996 and 2012, also including his wife, the author and cultural worker Hulda Garborg. This study compares the Garborg narratives developed and displayed in the four museums. Quite traditional narratives in the two oldest museums differ from the narratives in the two younger where stronger efforts are made to show the relevance of Arne and Hulda Garborg’s life and work today. The Garborg museums are used as a case to investigate what characterizes Nynorsk, and in more general, minority language author museums founded by cultural movements as tools in promoting a linguistic programme.In 1924 the author Arne Garborg’s summer house Knudaheio in Time, Rogaland, was turned into an authentic house museum, at that time the fifth author museum in Norway and the third dedicated to an author writing in Nynorsk. Three more Garborg museums opened in 1951, 1996 and 2012, also including his wife, the author and cultural worker Hulda Garborg. This study compares the Garborg narratives developed and displayed in the four museums. Quite traditional narratives in the two oldest museums differ from the narratives in the two younger where stronger efforts are made to show the relevance of Arne and Hulda Garborg’s life and work today. The Garborg museums are used as a case to investigate what characterizes Nynorsk, and in more general, minority language author museums founded by cultural movements as tools in promoting a linguistic programme
Litteratur, utstilling og kommunikasjon: en samtale
No full textInformed by her competence in literature and the theory and practice of exhibitions, Heike Gfrereis is Head of the Museum Department at the Archive of German Literature in Marbach, and curator of many literary exhibitions. Helmut Neundlinger, curator of the W. H. Auden Memorial Museum in Kirchstetten, is a writer, researcher and critic working at the Center for Museum Collections Management at the Danube University Krems and the literary collection of Lower Austria. The following “exchange of knowledge” between them and two researchers in the TRAUM– Transforming Author Museums project took place in Oslo in 2019. We discuss the desire to exhibit literature and not only biography, how one can free oneself from objects and how objects can create freedom, how to unlearn received notions of literature, the importance of interaction and play, what can make authors difficult to exhibit, and the economic realities of exhibiting literature.Informed by her competence in literature and the theory and practice of exhibitions, Heike Gfrereis is Head of the Museum Department at the Archive of German Literature in Marbach, and curator of many literary exhibitions. Helmut Neundlinger, curator of the W. H. Auden Memorial Museum in Kirchstetten, is a writer, researcher and critic working at the Center for Museum Collections Management at the Danube University Krems and the literary collection of Lower Austria. The following “exchange of knowledge” between them and two researchers in the TRAUM– Transforming Author Museums project took place in Oslo in 2019. We discuss the desire to exhibit literature and not only biography, how one can free oneself from objects and how objects can create freedom, how to unlearn received notions of literature, the importance of interaction and play, what can make authors difficult to exhibit, and the economic realities of exhibiting literature
Bidrar uteskole i lærerutdanningen til uteskole i første yrkesår?
No full textDenne studien undersøker om uteskole i lærerutdanningen har betydning for nyutdan-nede læreres bruk av uteskole. Flere studier understreker nødvendigheten av at lærere utvikler ferdigheter, selvtillit og reflekterende praksis for å overkomme barrierer og utfordringer de møter når de skal gjennomføre uteskole. Det er ikke alltid lagt vekt på denne type undervisning i lærerutdanningene, og nyutdannede lærere kan derfor mangle kunnskaper og erfaringer med å planlegge og gjennomføre uteundervisning. Studien omfatter 22 PPU-studenter i naturfag og er en longitudinell aksjonsstudie der vi følger studentene gjennom PPU-studiet og deres første yrkesår. Lærerstudentene fikk først et teoretisk grunnlag om uteskole, ble deretter posisjonert som «elever» i et modellert undervisningsopplegg, og til slutt planla og gjennomførte de uteundervisning med elever. På slutten av deres første yrkesår ble fire av deltakerne intervjuet. Funnene indikerer at de nyutdannede lærerne har potensielle handlingskompetanser til å gjennomføre uteskole. Likevel har de i mindre grad realisert handlingskompetansene i egen undervisning på grunn av rammefaktorer i skolen som ikke fremmer bruk av alternative læringsarenaer. Utfordringer var også knyttet til overføring av handlings-kompetansene til andre kontekster enn den de erfarte i lærerutdanningen. Vi argumen-terer for at modellert undervisning og autentiske opplevelser i lærerutdanningen er viktige for å utvikle studentenes handlingskompetanser og undervisningspraksis.
Nøkkelord: uteskole, naturfag, lærerutdanning, handlingskompetanser
Does outdoor education in teacher education contribute to outdoor education during teachers’ first year as professionals?
AbstractThis study investigates whether outdoor education in teacher education has an impact on the use of outdoor education by new teachers. Several studies emphasize the need for teachers to develop skills, confidence, and reflective practices to overcome barriers and challenges they face in completing outdoor education. Emphasis is not always placed on this type of teaching in teacher education, and newly qualified teachers may therefore lack the knowledge and experience to plan and conduct outdoor education. The study comprises 22 PPU science students (a one-year teacher education for students that already have a degree in physics and/or biology and/or chemistry) and is a longitudinal action study where we follow the students through the PPU education and their first year as professional teachers. The students were first given a theoretical basis on outdoor education, then positioned as "pupils" (students in upper secondary school) in a modeled teaching program, and finally, they planned and conducted outdoor teaching with real school students. At the end of their first year as professional teachers, four of the participants were interviewed. The findings indicate that the newly graduated teachers have potential acting competences to complete outdoor education. Nevertheless, they have to a lesser extent realized the acting competences in their own teaching due to framework factors in the school that do not promote the use of alternative learning arenas. Challenges were also linked to the transfer of the competences to action in contexts other than those experienced in teacher education. We argue that modeled teaching and authentic experiences in teacher education are important for developing students' action competences and teaching practices.
Keywords: outdoor education, natural science, teacher education, action competence
Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse
No full textForskning viser at utviklingen av lærerstudenters profesjonsfaglige digitale kompetanse (PfDK) i svak grad har vært arbeidet med i norsk grunnskolelærerutdanning. Imidlertid er det behov for oppdaterte studier og kunnskap om hvordan ulike fag i dag arbeider med PfDK. I artikkelen har vi lagt Rammeverk for lærerens profesjonsfaglige digitale kompetanse (lansert av Utdanningsdirektoratet i 2017) til grunn når vi har innhentet og analysert data. Vi undersøker om det er forskjell mellom hvordan lærerutdannere fra ulike faggrupper legger til rette for studenters PfDK-utvikling og hva som karakteriserer arbeidet med implementering av PfDK i fagene. Studien har et deskriptivt design basert på selvrapporterte data fra en tverrsnittsundersøkelse om PfDK, gjennomført ved fem norske lærerutdanningsinstitusjoner. Vi finner at det er tydelig sammenheng mellom faggruppetilhørighet og hvordan lærerutdannere arbeider med PfDK, men lærerutdannernes «vurdering av egen teknologibruk» er også av betydning for hvordan de implementerer PfDK. Lærerutdannere i Pedagogikk og elevkunnskap og i den sammensatte kategorien «annet» oppgir i større grad enn de andre å jobbe med PfDK. Lærerutdannere fra samfunnsfag skårer over gjennomsnittet, de fra språkfag og praktisk-estetiske fag skårer omtrent på gjennomsnittet, mens lærerutdannere fra KRLE og realfag skårer under. En del profesjonsaktuelle PfDK-temaer vies generelt lite oppmerksomhet i alle fag. Resultatene gir innsikt som er relevant for nasjonale ramme¬settere og grunnskolelærerutdanninger i deres arbeid med å sikre at alle lærerstudenter utvikler PfDK og blir godt forberedt for å utøve yrket i en digital tid.
Nøkkelord: profesjonsfaglig digital kompetanse, PfDK, grunnskolelærerutdanning, profesjonsfaglige tverrfaglige temaer, PfDK-rammeverk
Digitalization in teacher education: How professional digital competence is addressed in different subjects
AbstractResearch shows that the development of teacher students' professional digital competence (PDC) has been given little priority in Norwegian teacher education (for primary and lower secondary level). However, we need updated studies about how PDC is addressed in different subjects in TE. In this article, we use PDC in line with how it is presented in Professional Digital Competence: A Framework for Teachers, launched by the Directorate for Education and Training in 2017. We investigate differences between how teacher educators from various subject groups facilitate teacher students’ development of PDC, and what characterizes the implementation of PDC in these groups. The study has a descriptive cross-sectional design based on self-reported data from five Norwegian teacher education institutions. Results reveal a clear association between subject group affiliation and how teacher educators work with PDC. In addition, we find that how teacher educators evaluate their own technology use, also affects how they implement PDC. Teacher educators in Pedagogy and in the mixed subject group named Other address PDC to the greatest extent. Teacher educators in Social Sciences score above average. Teacher educators in Language and in Practical-Aesthetic subjects score approximately on average, while teacher educators working with KRLE (Christianity, Religion, Philosophies of life and Ethics) and with the STEM subjects score below. Some PDC topics that have received attention in the teacher profession, are paid little attention to across all subject groups. Our results provide new insights relevant to national stakeholders and teacher educations in their effort to ensure that all teacher students develop PDC and become well prepared for their future work-life in a digital age.
Keywords: professional digital competence, PDC, teacher education, professional interdisciplinary topics, PDC framewor
Zwei Briefe Philipp Johann von Strahlenbergs an Curt Friedrich aus den Jahren 1723 und 1724
No full textIn the article the author gives an edition of two letters of the famous German-Swedish geographer, officer, and one of the founding fathers of Siberian studies Philipp Johann von Strahlenberg (1677-1747) to the officer and pietist Curt Friedrich von Wreech (?-1757) from the years 1723 and 1724. Among other topics, mostly related to Pietist circles in the Russian Empire, the texts deal with the edition of v. Strahlenberg’s map of Northern and Central Eurasia
