Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Skaperglede gjennom sansebasert billedskaping: En casestudie av fagdidaktisk potensial og mestringstro gjennom en billedskapende arbeidsmetode
No full textThe article examines how an image-creating work method can enhance teacher students\u27 mastery in image creation and their subject didactic competence to promote students\u27 mastery in primary school. The image-creating process is viewed in light of Skaalvik and Skaalvik\u27s (2021) theory on motivation and mastery, and Austring and Sørensen\u27s (2006) theory on creative processes. The study is based on the author\u27s development of a work method as a foundation for teacher students\u27 image-creating work. Through a two-part case study, the work method is first examined with teacher students in arts and crafts, and then through the teacher students\u27 teaching of the work method in arts and crafts at the 5th grade level in primary school. The development, implementation, and analysis of the case study are anchored in Schön\u27s (1983) theory of the reflective practitioner, as well as Engelsen\u27s (2015) edition of the didactic relationship model. Based on a thematic analysis of reflection and observation notes, focus group interviews, and photographs, the results show that the teacher students experienced a sense of mastery in image creation that strengthened their subject didactic competence. Through their own experiences with the work method, the teacher students developed increased awareness of the method\u27s open approach, which they felt made them better able to adapt teaching and support students\u27 learning processes. The findings are discussed in light of theory and research in the field and in relation to the expectations of a profession-oriented and practice-based primary teacher education.Artikkelen undersøker hvordan en billedskapende arbeidsmetode kan styrke lærerstudenters mestring i billedskapende arbeid og deres fagdidaktiske kompetanse for å fremme elevers mestring i grunnskolen. Den billedskapende prosessen sees i lys av Skaalvik og Skaalviks (2021) teori om motivasjon og mestring, og Austring og Sørensens (2006) teori om skapende prosesser. Studien tar utgangspunkt i egen utvikling av en arbeidsmetode som grunnlag for lærerstudenters billedskapende arbeid. Gjennom en todelt casestudie undersøkes arbeidsmetoden først sammen med lærerstudenter i kunst og håndverk, og deretter gjennom lærerstudentenes undervisning i arbeidsmetoden på 5. trinn i grunnskolen. Utvikling, gjennomføring og analyse av casestudien er forankret i Schöns (1983) teori om den reflekterende praktiker, samt Engelsens (2015) utgave av den didaktiske relasjonsmodellen. Basert på en tematisk analyse av refleksjons- og observasjonsnotater, fokusgruppeintervju og foto viser resultatene at lærerstudentene opplevde mestring i billedskaping som styrket deres fagdidaktiske kompetanse. Gjennom egne erfaringer med arbeidsmetoden utviklet lærerstudentene økt bevissthet om metodens åpne tilnærming, noe de opplevde gjorde dem bedre i stand til å tilpasse undervisningen og støtte elevenes læringsprosesser. Funnene drøftes i lys av teori og forskning innen feltet, og i forhold til forventningene til en profesjonsrettet og praksisorientert grunnskolelærerutdanning.
Nøkkelord: Kunst og håndverk, billedskaping, fagdidaktikk, kreativitet, skaperglede, motivasjon, mestrin
Clothing - Will we create or just wear? The case of Latvia
No full textClothing making has been part of the craft curriculum in Latvia since the introduction of the subject in general education. The name of the subject has been changed several times, but learning clothing production has been included at almost all times. In 2020, the name of the subject was changed to Design and Technology. The aim of the present research is to identify the opportunities and needs for teaching clothing making in general education in Design and Technology in Latvia. The research employs a mixed-methods design using document analysis, questionnaires, and semi-structured interviews for data collection. The results of the document analysis show that while the standards for comprehensive education do not include learning outcomes related to the history, care, design, and making of clothing, the Design and Technology curriculums include themes where students can learn clothing-making skills. Most teacher-students (N=242) and all teachers (N=4) believe that skills related to clothing creation and alteration should be learned in general education. Teacher-students consider that the most important thing to learn is how to mend clothes, even though it is not included in regulatory documents. According to teachers, based on the current number of lessons, students in basic education should acquire basic knowledge and clothes-making skills; in secondary education, students can then learn to sew and modify clothes. Discussions on this topic are needed among a wider circle of professionals, because currently, whether students learn to make clothes depends on the views of each individual teacher.
Keywords: clothing, clothing-making, design and technology, general education, sewingClothing making has been part of the craft curriculum in Latvia since the introduction of the subject in general education. The name of the subject has been changed several times, but learning clothing production has been included at almost all times. In 2020, the name of the subject was changed to Design and Technology. The aim of the present research is to identify the opportunities and needs for teaching clothing making in general education in Design and Technology in Latvia. The research employs a mixed-methods design using document analysis, questionnaires, and semi-structured interviews for data collection. The results of the document analysis show that while the standards for comprehensive education do not include learning outcomes related to the history, care, design, and making of clothing, the Design and Technology curriculums include themes where students can learn clothing-making skills. Most teacher-students (N=242) and all teachers (N=4) believe that skills related to clothing creation and alteration should be learned in general education. Teacher-students consider that the most important thing to learn is how to mend clothes, even though it is not included in regulatory documents. According to teachers, based on the current number of lessons, students in basic education should acquire basic knowledge and clothes-making skills; in secondary education, students can then learn to sew and modify clothes. Discussions on this topic are needed among a wider circle of professionals, because currently, whether students learn to make clothes depends on the views of each individual teacher.
Keywords: clothing, clothing-making, design and technology, general education, sewin
Post-ethno-botanic inquiry for researching plant-human relations
No full textPlants are having a moment in contemporary research from the intelligence of mycelial networks to the communicative life of ancient forests, ‘mother trees,’ fungi, and lichens. This paper explores this vegetal turn through a collaborative inquiry in which each author brings situated experiences of human–plant relations. As scientists and educators, we found ourselves unlearning the colonial, anthropocentric, and positivist legacies that have long shaped plant studies. Through this slow unlearning, from botany to ethnobotany and now toward what we call post-ethnobotany, we learn to listen differently to plants, to place, to people, to material affects, and to the more-than-human stories that move through them. Our aim is to decolonise ethnobotany through post-qualitative and posthuman approaches that recognise plants as active participants in multispecies ecologies rather than isolated specimens. Building on work mapping relational vegetal ontologies, we extend toward post-ethnobotanical inquiry grounded in symbiotic, entangled, and reciprocal understandings of plant life
Learning from the Endeavours Made to Actualise Teacher Education and School Frameworks: Annotations to Advance Policies and Practices
No full textDespite the efforts made to reform education in Eritrea, the quality of teachers, which directly originates from an established teacher education programme (TEP), has not ensured the desired outcome in the education practices in Eritrea. A contextual extrapolation has made it clear that learners’ learning achievement is low in the country. We uphold the need to enhance teacher professionalism through instituting TEPs that highly focus on developing teacher professional skills and dispositions to actualise certain frameworks. We have voiced our analytic and inductive reasoning to discover situations and suggest better ways of practice and policy considerations. Our study followed a qualitative approach using reflective talks and inductive analysis developed through a longitudinal study. It thoroughly examined the informally introduced and practised model that used collaborative action research (CAR) to try out TEP and school frameworks. It was deduced from the outcomes and processes of the individual and collective engagements and behaviours sensed during the last four years (June 2019 – January 2023) that markedly made various implications to the education system in Eritrea. It urged that teacher educators and schoolteachers should collaborate, engage in research and practice-based actions to develop requisite professional behaviours, attitudes, and values that can help improve practices in continuously changing educational situations. It claimed continuous professional development as an agent of teacher intellectual and moral advancement. We learned that all the processes we went through have powerful messages for every aspect of education, TEP, and school practices in the country. We insist that there is a possibility of doing and relating through CAR in transforming educational practices and ensuring the coherence between reform intentions and their practical implementation
Actors, Spaces, and the Politics of Knowledge in Education Governance? A Review of The Rise of Knowledge Brokers in Global Education Governance
No full textThis review critically examines The Rise of Knowledge Brokers in Global Education Governance, edited by Chanwoong Baek and Gita Steiner-Khamsi, which marks a paradigmatic shift from policy transfer toward epistemic governance in global education. The book reveals how knowledge brokers, including actors, institutions, and networks, not only transmit knowledge but also shape legitimacy, norms, and the direction of international education policy. Through a reflective reading of its conceptual and empirical contributions, this review highlights three central dimensions: actors, spaces, and the politics of knowledge. These dimensions help explain how learning outcomes are constructed, negotiated, and socially legitimized. The analysis demonstrates that the circulation of global knowledge occurs within asymmetrical epistemic power relations between the Global North and the Global South. By advancing the notions of knowledge equity and epistemic justice, Baek and Steiner-Khamsi propose a reflective framework for more equitable knowledge governance. This review underscores the book’s theoretical and practical contribution to understanding the relationship between knowledge and power, and it emphasizes the urgency of strengthening local knowledge brokers in Southeast Asia, particularly Indonesia, as a concrete expression of epistemic justice in education policy
Boosting Interaction Skills: How Social Presence Transforms Synchronous Online Language Learning for Adults
No full textCovid-19 forced non-formal adult education centres in Finland to seek ways to offer their students language courses during the pandemic restrictions. Synchronous online courses were a convenient natural solution during the lockdown and became a normal method to implement courses in the post-pandemic era. This article provides insights into how adult learners perceived social presence, instructor presence, and spoken language skill development in online English courses. The participants in this study were 35 adults between 20 and 80 years old who were learning English in an adult education centre in Finland and their language skill level was A2-B1 according to common European framework of reference for languages (CEFR). The data were collected via an online questionnaire, including Likert-scale multiple-choice statements and open-ended questions, which were analysed using the content analysis method. The quantitative data was used to support the qualitative data.
Based on learners’ perceptions, the findings confirmed that social presence is a key element in collaborative learning, and it is closely linked to instructor presence. These two presences are inseparable and must be considered in teaching spaces, especially in learning focusing on spoken language acquisition
Between Transition and Back to Normal: Empirical Insights into Post-Pandemic Digital Education at Primary Schools in Germany
No full textThe Covid-19 pandemic had a massive impact on school education around the world. Digital media thus became an integral part of school life, and the question arises as to how this development has affected digital education in primary schools and what the long-term effects of this change have been. Digital education encompasses the pedagogical use of digital media to foster digital competencies, as well as the use of technologies in teaching and learning processes. The paper discusses the impact of the Covid-19 pandemic on digital education in German primary schools and the current situation. It presents results from ten qualitative focus group interviews with 45 stakeholders in primary education, including school principals, teachers’ association representatives, and school administrators. The interviews were analyzed using qualitative content analysis. Interviewees report only limited sustainable development of the technological infrastructure and the use of digital media in education driven by the pandemic. Overall, teachers were reported to be very willing to test and experiment with the pedagogical possibilities and potential of digital technologies, especially during the pandemic. They perceived structural conditions, such as technical infrastructure, bureaucratic processes and inconsistent data protection requirements, as significant barriers to the use of digital media. The findings thus highlight the importance of analyzing the interplay between teachers\u27 personal factors and the structural conditions of digital education
Crafting meaningful motifs and products: Arts-based activities to inspire ideation
No full textThis article reports the implementation of a crafting process aiming to enhance personal significance during the ideation phase of a nature-themed fabric motif. The ideation phase of the motif was implemented in a garden setting, and it consisted of several arts-based activities such as Dance\u27n\u27Paint, River of Experience, and creative writing. In this study, the crafting process of one participant was investigated via semiotic phenomenological analysis, leveraging the diverse materials provided by the participant. This analysis aimed to ponder how the crafting process with arts-based activities progressed from ideation to fabric motif and product creation. The findings revealed that arts-based activities significantly influenced the participant\u27s creative process by giving the participant materials, motivation and meaningfulness for the fabric motif designing. In the study, the crafting process became meaningful for the participant as a positive experience of participation in an arts-based workshop, as a learning experience in motif designing and as a personal experience of memory work. These experiences became deeply embedded in the fabric motif and the ready-made tunic. The arts-based activities chosen for this study might apply to different contexts and themes. However, the nature theme chosen for this study might also be relevant from the sustainability perspective.
Keywords: fabric motif design, arts-based activity, ideation, memory, meaningfulness, semiotic analysisThis article reports the implementation of a crafting process aiming to enhance personal significance during the ideation phase of a nature-themed fabric motif. The ideation phase of the motif was implemented in a garden setting, and it consisted of several arts-based activities such as Dance\u27n\u27Paint, River of Experience, and creative writing. In this study, the crafting process of one participant was investigated via semiotic phenomenological analysis, leveraging the diverse materials provided by the participant. This analysis aimed to ponder how the crafting process with arts-based activities progressed from ideation to fabric motif and product creation. The findings revealed that arts-based activities significantly influenced the participant\u27s creative process by giving the participant materials, motivation and meaningfulness for the fabric motif designing. In the study, the crafting process became meaningful for the participant as a positive experience of participation in an arts-based workshop, as a learning experience in motif designing and as a personal experience of memory work. These experiences became deeply embedded in the fabric motif and the ready-made tunic. The arts-based activities chosen for this study might apply to different contexts and themes. However, the nature theme chosen for this study might also be relevant from the sustainability perspective.
Keywords: fabric motif design, arts-based activity, ideation, memory, meaningfulness, semiotic analysi
Knowledge Diversity at Universities? A critical analysis of changing post-digital knowledge ecologies using examples from Austria, Germany, and Italy
No full textIn the last decade, debates on digitalization programs and on dynamics of datafication have become increasingly influential at universities. More recently, debates on the importance of artificial intelligence (AI) have begun, although corresponding questions about changing knowledge ecologies are currently underexplored in educational research. The processes of changing knowledge production are encountering relatively entrenched structures of knowledge organization and communication at universities, which are struggling to handle these new challenges. In this paper we use the historically-shaped university organization structures in three European countries as cases of analysis. Thus, first we give an overview of the concepts of knowledge ecology and knowledge diversity, followed by, second, a critical discussion of current trends in the digitalization and datafication of scientific knowledge production in education with examples from Italy, Austria and Germany, The choice of these different and highly complex scientific systems is justified by our experiences in these diverse contexts and corresponding academic affiliations. Third, we reflect on the implications of changing knowledge ecologies and knowledge diversity for the future of higher education
Navigating Challenges in Shared Decision-Making in Danish Patient Care
No full textPatient-centered care and patient choice are reshaping management practices in the Danish public healthcare sector. Patients are becoming more involved in their treatment and assuming greater control over their healthcare decisions. This transformation redefines relationships among patients, professionals, and the state. It raises important inquiries into how healthcare professionals navigate their new roles and responsibilities within this changing landscape. In this paper, we interviewed ten health professionals to delineate how they handle user involvement in daily clinical practice. Utilizing a sociology of profession framework for thematic analysis, our research revealed the disparities between the ideal and the actual implementation of patient-centered care. It highlighted the challenges healthcare professionals encounter in integrating shared decision-making practices and ensuring patients are adequately informed. We conclude that uncertainties regarding responsibility allocation and the boundaries of healthcare professional involvement often overshadow shared responsibility between healthcare professionals and patients