Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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«Alle disse følelsene og tankene er jo gjennom personal forteller»: Elevers analytiske utforsking av en litterær tekst
No full textThis study investigates how analytical exploration of the novel Innsirkling unfolds in literary discussions in the L1-subject Norwegian language arts in high school (first year). The discussions are student-led and arranged in groups. According to the Norwegian Directorate of Education, the students shall explore texts to a greater extent than before. This study contributes new knowledge on this topic. The comparative video analysis shows that students draw analytical aspects into the all the discussions, and that they are particularly interested in exploring literary characters and narrator perspectives. However, the analytical exploration identifies three different ways of how connections between the novel and the analytical terms are made; (1) Text based exploration, which is used by the first student group, entails starting with text examples and then connecting the examples to literary terms. (2) Term based exploration, which is used by the second student group, take analytical questions and terms as a starting point, and then move to text examples from the novel. (3) Alternating exploration, which is used by the third student group, entails moving the discussion back and forth between text based and term-based exploration. I discuss how knowledge of analytical aspects and terms can help students both to discover relevant elements in the novel, as well as how analytical tools and the text can be linked together in an appropriate way in the exploration process
Non-compulsory Instrumental Music Education in Poland and Norway: Perspectives on Accessibility, Curriculum Framework and Learning Goals in Two Different Music Education Systems
No full textThis article compares non-compulsory instrumental music education systems in Norway and Poland, by describing their organisation, accessibility, educational goals, curriculum framework, and the target group, and discussing consequences the chosen form of organisation and vision might have for the users. The analysis of government documents and statistics shows that while Polish Music Centres and Norwegian Schools of Music and Performing Arts offer similar instrumental education for their users, in Poland there is also a highly specialised system of music schools providing goal-oriented professional tuition for young people at all educational levels. Analysis of the target groups and curriculum frameworks reveals that the concept of music school is understood differently in the two countries. Polish music schools prepare students to become musicians and do not serve as a leisure activity, in contrast to Norwegian Schools of Music and Performing Arts, which do not make strict demands of commitment and goal-oriented participation. Poland’s system is more structured and standardised, potentially leading to high levels of technical and musical proficiency, while Norway’s system is more flexible and inclusive, promoting broader educational and personal development goals
Tillitsbasert styring og ledelse som en innovasjon: Aktører og holdninger i det diskursive rom
No full textDenne artikkelen utforsker den offentlige diskursen om organisasjonskonseptet tillitsbasert styring og ledelse (TBSL) som en innovasjon, gjennom en innholdsanalyse av ulike aktørgruppers holdninger til TBSL i 181 utvalgte artikler i 12 norske aviser fra 2010 til 2020. I denne perioden spredde idéene om tillitsreformer seg fra Danmark til Norge og Sverige, og mange organisasjoner begynte med systematisk iverksetting av TBSL. Utbredelsen av diskursen følger en vanlig S-kurve som den kjennes fra andre innovasjoner innenfor organisering og ledelse. Politikere og særlig ledere var mest positive til TBSL. Direkte negativ omtale av TBSL forekom ikke, men noen aktører problematiserte TBSL mer enn andre. Ansatte problematiserte mer enn ledere, og offentlige ansatte problematiserte mer enn politikere. Selv om politikere var de mest aktive i omtalene av TBSL, var det ikke politikerne som drev diskursen frem. Derimot fremmet politikere diskursen etter den var kommet frem, en rolle som i forskningen vanligvis tilskrives ledelseskonsulenter. Videre falt antall positive artikler tidligere hos ansatte enn hos ledere, og antall problematiserende artikler steg tidligere for ansatte enn for ledere. Vi knytter disse funnene til to delvis motsatt rettede drivkrefter knyttet til legitimering og læring: ønsket om oppnåelse av legitimitet ved å koble seg på et populært, av mange antatt nytt konsept; og at ulike aktører erfarer forskjellige sider av TBSL fra diskursivt og praktisk arbeid på ulike organisasjonsnivå og i ulike roller, noe som preger deres opplevelser av og dermed holdninger til TBSL i diskursen
Practice-based holistic STEM teaching in VET: Increasing students’ participation opportunities
No full textDenne artikel undersøger betydningen af praksisnær helhedsorienteret STEM-undervisning på erhvervsuddannelserne, og hvordan det kan øge elevernes motivation og læring i STEM-fagene. Undersøgelsen viser, at STEM-undervisning, der inddrager erhvervsrettet praksis, kan motivere og inkludere flere elevgrupper, heriblandt de elever, der har negative erfaringer fra tidligere skolegang. I artiklen skelnes der mellem \u27forestillet erhvervsrettet praksis\u27 og \u27oplevet erhvervsrettet praksis\u27. Artiklen argumenterer for, at sidstnævnte, som involverer konkrete, fysiske erfaringer, har potentiale til at styrke elevernes motivation og øge undervisningens deltagelsesmuligheder
Når eleverne har mulighed for fysisk at erfare deres kommende erhvervsmæssige praksis, kan det medvirke til at styrke deres engagement og forbedre deres læringsudbytte i STEM-fagene. Dette skyldes, at praksisnær og helhedsorienteret undervisning gør abstrakte begreber mere konkrete og dermed lettere for eleverne at forstå og relatere til deres fremtidige erhverv.
Artiklens empiriske analyser tager afsæt i forsknings- og udviklingsprojektet ’Helhedsorienteret STEM-undervisning i eud’. Projektets dataindsamling er foregået gennem observationer og kvalitative interviews samt en national survey. Herudover er der gennemført et internationalt litteraturstudie i relation til helhedsorientering og STEM-undervisning
Analysen peger på, at når undervisningen indledningsvist tager udgangspunkt i oplevet erhvervsrettet praksis og senere introducerer forestillet erhvervsrettet praksis, kan det hjælpe eleverne med at forstå og værdsætte de teoretiske aspekter af STEM-fagene. Dette kan potentielt imødegå negative mestringsforventninger til fagene, som mange elever har fra tidligere skolegang.
Praksisnær helhedsorienteret undervisning kræver tværfagligt samarbejde mellem grundfagslærere og faglærere samt organisatoriske rammer, der faciliterer dette. Lærernes samarbejde understøtter elevernes oplevelse af mening i STEM-fagene, da det kvalificerer inddragelsen af relevant praksis på tværs af fag.
Artiklen konkluderer, at praksisnær helhedsorienteret STEM-undervisning, der tager udgangspunkt i konkrete erhvervsmæssige oplevelser, ikke kun øger motivation og læring blandt eleverne, men også bidrager til en mere inkluderende og meningsfuld undervisning, der kan engagere en bredere vifte af elevtyper.This article examines the significance of practice-based holistic STEM teaching in vocational education and training and how it can enhance students\u27 motivation and learning in STEM subjects. The study shows that STEM teaching, which incorporates vocational practice, can motivate and include more student groups, including those with negative experiences from previous schooling. The article distinguishes between \u27imagined vocational practice\u27 and \u27experienced vocational practice\u27. The article argues that the latter, which involves concrete, physical experiences, has the potential to strengthen students\u27 motivation and increase the opportunities for participation in STEM teaching.
When students have the opportunity to physically experience their future vocational practice, it can help enhance their engagement and improve their learning outcomes in STEM subjects. Practice-based and holistic teaching makes abstract concepts more concrete and therefore easier for students to relate to their future vocation. The empirical analyses in the article are based on the research and development project \u27Holistic STEM Teaching in VET\u27. The data collection was carried out through observations and qualitative interviews as well as a national survey. Additionally, an international literature review was conducted. The analysis indicates that when teaching initially involves experienced vocational practice and later introduces imagined vocational practice, it can help students understand and appreciate the theoretical aspects of STEM subjects.
Practice-based holistic teaching requires interdisciplinary collaboration between STEM teachers and vocational teachers, as well as organizational structures that facilitate this. Teachers\u27 collaboration supports students\u27 sense of meaning in STEM subjects, as it qualifies the inclusion of relevant practice across vocational and STEM subjects. The article concludes that practice-based holistic STEM teaching, which is based on concrete vocational experiences, not only increases motivation and learning among students but also contributes to more inclusive and meaningful teaching that can engage a broader range of student types
Skoleovertakelse som praksisform: Et pedagogisk eksperiment i praktisk pedagogisk utdanning for yrkesfaglærere
No full textSchool adoption is a well-established part of practice in primary, secondary and upper secondary education for pre-service teachers in Norway, but less so in practical pedagogical education for vocational pre-service teachers. There is little research on school adoption in teacher education, both nationally and internationally. Therefore, our experiment on school adoption as a form of practicum in vocational pre-service teacher education is of importance. We, as teachers, wanted to add a strong vocational didactic connection to the practical pedagogical education for vocational studies. We assumed that school adoption would closely resemble the vocational didactic context they would encounter in their future career as upper secondary school teachers. The research question is: What are student teachers\u27 perspectives of school adoption in practical pedagogical education for vocational pre-service teachers? The qualitative data from two reflection groups and one focus group interview were analysed through content analysis. The results from a questionnaire in SurveyXact indicate how students experience school adoption. Bandura’s concept of “self-efficacy” is used as a theoretical framework for data analysis and discussion. Key findings are that, despite initial confusion, the pre-service teachers experienced increased independence and an emphasis on their own experiences. Lastly, we propose improvements for school adoption as a form of practicum in teacher education for vocational pre-service teachers.Skoleovertakelse er en velkjent praksisform både i norsk grunnskolelærerutdanning og i praktisk pedagogisk utdanning, men ikke i praktisk pedagogisk utdanning for yrkesfaglærere. Det finnes lite forskning hverken nasjonalt eller internasjonalt på skoleovertakelse i lærerutdanninger. Derfor er vårt eksperiment om hvorvidt skoleovertakelse kan brukes som praksisform i praktisk pedagogisk utdanning for yrkesfaglærere betimelig. Som faglærere ønsket vi å tilføre praktisk pedagogisk utdanning for yrkesfag, en sterk yrkesdidaktisk tilknytning. Vi antok at en skoleovertakelse ville ligge nær opp til den yrkesdidaktiske konteksten studentene ville møte i sitt fremtidige yrke som lærere i videregående skole. Forskningsspørsmålet er: Hva er lærerstudenters perspektiver på skoleovertakelse i praktisk pedagogisk utdanning for yrkesfag? De kvalitative dataene fra to refleksjonsgrupper og ett fokusgruppeintervju ble analysert gjennom innholdsanalyse. Banduras konsept om «self-efficacy» (mestringstro) blir brukt som teoretisk rammeverk i analysen og diskusjonen av datamaterialet. Resultatene fra en undersøkelse i SurveyXact indikerer hvordan studenter opplevde skoleovertakelsen. Sentrale funn er at studentene, på tross av forvirring i starten, opplevde økt autonomi og vekt på egne erfaringer. Til slutt, foreslår vi forbedringer til skoleovertakelsen som praksisform i praktisk pedagogisk utdanning for yrkesfaglærere
Föreställningsförmåga som kommunikativ resurs : Slöjdelevers gemensamma estetiska erfarenheter i idéutveckling
No full textMultimodal kommunikation kring estetiska aspekter i ett slöjduppdrags idéutvecklingsfas är fokus i den här artikeln. Kommunikativa aspekter vid undervisning i slöjd har tidigare undersökts ur olika perspektiv: hur läraren förmedlar hantverkskunskaper och att elever lär av varandra. Även materialets roll i skapande processer har varit av intresse: hur materialet inspirerar, samarbetar eller ger motstånd i hantverksprocesser. Empirin som ligger till grund för artikeln kommer från en videodokumenterad forskningslektion i slöjd med 8 ̶ 9 år gamla elever. Intresset riktas mot hur lärarens inledande undervisning, materialet, rummet och elevernas estetiska erfarenheter bidrar i idéutvecklingen. I analysen används begreppet collaborative imagining, att föreställningsförmåga är en gemensam resurs för kommunikation vid utveckling av idéer. Vi kunde se att föreställningsförmåga gav eleverna både imaginära och konkreta kommunikativa resurser i idéutvecklingen. Resultatet visar att eleverna använde föreställningsförmåga kollaborativt när de i samarbete utvecklade idéer i handling genom samspel med materialet och med inspiration från egna och gemensamma estetiska erfarenheter.
Keywords: slöjd, idéutveckling, embodied learning, kollaborativ föreställningsförmåga, estetiska erfarenheter, multimodal transkriptionMultimodal kommunikation kring estetiska aspekter i ett slöjduppdrags idéutvecklingsfas är fokus i den här artikeln. Kommunikativa aspekter vid undervisning i slöjd har tidigare undersökts ur olika perspektiv: hur läraren förmedlar hantverkskunskaper och att elever lär av varandra. Även materialets roll i skapande processer har varit av intresse: hur materialet inspirerar, samarbetar eller ger motstånd i hantverksprocesser. Empirin som ligger till grund för artikeln kommer från en videodokumenterad forskningslektion i slöjd med 8 ̶ 9 år gamla elever. Intresset riktas mot hur lärarens inledande undervisning, materialet, rummet och elevernas estetiska erfarenheter bidrar i idéutvecklingen. I analysen används begreppet collaborative imagining, att föreställningsförmåga är en gemensam resurs för kommunikation vid utveckling av idéer. Vi kunde se att föreställningsförmåga gav eleverna både imaginära och konkreta kommunikativa resurser i idéutvecklingen. Resultatet visar att eleverna använde föreställningsförmåga kollaborativt när de i samarbete utvecklade idéer i handling genom samspel med materialet och med inspiration från egna och gemensamma estetiska erfarenheter.
Keywords: slöjd, idéutveckling, embodied learning, kollaborativ föreställningsförmåga, estetiska erfarenheter, multimodal transkriptio
Data-supported management and how it is conducted
No full textArtiklen undersøger dataunderstøttet ledelse og hvordan det bedrives i Aarhus Kommune på social- og beskæftigelsesområdet i forbindelse med implementeringen af Aarhus Kompasset. Der er i de kommunale afdelinger sat store ressourcer af til at sikre dataunderstøttet ledelse, blandt andet via en række workshops. Artiklen trækker på observationer fra disse workshops og en række interviews med ledere og medarbejdere i de relevante afdelinger. I forbindelse med Workshops brugte man en såkaldt Spilleplade, der illustrerer, hvordan data skal fortolkes og anvendes i dataunderstøttet ledelse for at imødegå unødigt bureaukrati og indfri værdierne i Aarhuskompasset. Artiklen anvender begreberne data literacy-trappen og datainfrastruktur i belysningen af, hvordan dataunderstøttet ledelse reelt tager sig ud i forvaltningen og afdækker fire idealtypiske positioner, som ledere og medarbejdere indtager. En af pointerne er, at man kan bevæge sig på trappen og indtage flere positioner samtidigt. En anden pointe er, at datainfrastrukturen er under stadig revision og udvikling. Der gives eksempler på, hvordan medarbejdere og ledere lokalt producere data, som supplement til og udvikling af datainfrastrukturen. Det skal imødegå, at datainfrastrukturen af ledere og medarbejdere opleves som en barriere i forhold til fleksibilitet i adgang til relevante data og som mangelfuld og svært overskuelig.The article examines data-supported management and how it is conducted in Aarhus Municipality in the social and employment services in connection with the implementation of the Aarhus Compass. In the municipal departments, large resources have been set aside to ensure data-supported management, including through a number of workshops. The article draws on observations from these workshops and interviews with managers and employees in the relevant departments. In connection with the workshops, a so-called Game Board was used, which illustrates how data should be interpreted and used in data-supported management to counter unnecessary bureaucracy and meet the values of the Aarhus Compass. The article uses the concepts of the data literacy ladder and data infrastructure in the light of how data-supported management actually looks in the administration and uncovers four ideal-typical positions that managers and employees occupy. One of the points is that you can move on the stairs and take several positions at the same time. Another point is that the data infrastructure is constantly being revised and developed. Examples are given of how employees and managers locally produce data, as a supplement to and development of the data infrastructure. This is to counter the fact that the data infrastructure is perceived by managers and employees as a barrier in relation to flexibility in access to relevant data and as inadequate and difficult to manage
TALIS 2018 data indicates that teachers need support for developing skills in Pedagogical Decision Making
No full textFrom a sociology of education perspective, a concern in teacher education is that teaching practices and expectations to the professional role of teachers often build on assumptions that derive from the social context of instruction. Whereas international comparisons regularly focus on characteristics of individuals or selected segments of the population, such as pre-service teachers or individual teacher education programmes, this article contextualizes socially derived expectations using secondary analysis of survey data for fourteen countries across four continents. A review of publicly available data from the World Bank and the Teaching and Learning International Survey (TALIS) was carried out. The secondary analysis consists of a juxtaposition and visualization of descriptive data. Analysis of survey data highlights shared assumptions and expectations across fourteen countries. The data indicates that some teacher attitudes are not a result of characteristics specific to individual teachers or the teacher profession in general but are associated with variation between countries. The article draws theoretically and methodologically on prior Comparative and International Education (CIE) research and proposes that teachers across subject matter specializations and across contexts benefit from the development of Pedagogical Decision-Making skills (PDM). More attention to the development of specific PDM skills is proposed as a means for strengthening teacher resilience
Lärarhantverket i slöjd: Betydelsen av lärarens kommunikation för elevers lärande
No full textThis study is the fourth in a series where forms of communication and communicative resources have been investigated in relation to the teacher\u27s way of acting and communicating in different teaching situations. The focus is now on how different communicative strategies affect the students\u27 opportunities for knowledge and physical learning, as well as whether the instructor\u27s choice of communication strategy has an effect on what the students actually learn. The study has the research question "How does the teacher\u27s choice of communication forms and communicative resources affect the students\u27 understanding and opportunities for learning crafts?"Communication theory is the starting point for the study. More specifically, mastery, the importance of the learning goal, the dialog of the process, digital craft instructions, "the common third" and teachers\u27 approach are covered.The study is based on three different strategies: digital instruction only, instruction through fictional communication, and instruction through concrete guidance. The three strategies were used during two teaching sessions with the same craft technique, but with different products. The lessons were recorded with video. The experience is analyzed with several different focuses; introduction and instruction (lärarnas resp. den digitala), the two lärarnas\u27 actions during the students\u27 work, as well as the students\u27 level of mastery. The analysis of the students\u27 degree of mastery was done with a focus on three parts of the craft process - cutting with scissors, filing/sanding and enameling. The analysis included the development that had taken place in the pupils\u27 craft skills during the two lessons.The study showed that the choice of teaching strategy – i.e. the didactic decisions regarding the form of communication and communicative resources – plays a decisive role in teaching situations where instruction is given to enable learning in a craft. On the one hand, the lärarhantverket, i.e. the teacher\u27s own craft skills and how it is expressed in the teaching context, is of great importance for the students\u27 learning opportunities. In part, a clear connection emerged between specified learning objectives and learning outcomes, where the different forms of instruction led to different focuses on process and/or product production.The study highlights the importance of the interplay between learning objectives, the choice of instructional and communication form, the instructional situation itself and the role of the lärarhantverket – factors which together affect the individual student\u27s learning opportunities.Denna artikel är den fjärde i en serie där kommunikationsformer och kommunikativa resurser har undersökts i relation till slöjdlärarens sätt att agera och kommunicera i olika undervisningssituationer. I studien som ligger till grund för artikeln undersöks hur slöjdlärarens val av kommunikationsformer och kommunikativa resurser påverkar elevernas förståelse och möjligheter till lärande av hantverksmässiga handlingar - om instruktörens val av kommunikationsstrategi har betydelse för vad eleverna faktiskt lär sig. Studiens empiriska material består av videoinspelningar av tre elevgrupper som instrueras i metallslöjd med samma hantverksteknik genom tre olika undervisningsstrategier: enbart digital instruktion, instruktion genom fiktiv kommunikation, samt instruktion genom konkret handledning. Empirin analyserades med olika fokus; introduktion och instruktion, de två lärarnas agerande under elevernas arbete. Dessutom analyserades elevernas utveckling och bemästringsgrad med fokus på tre delar av hantverksprocessen – att klippa med sax, att fila/slipa och att emaljera. Studien visade att valet av undervisningsstrategi, de didaktiska besluten kring kommunikationsform och kommunikativa resurser, spelar en avgörande roll i undervisningssituationer där instruktion ges för att möjliggöra lärande av hantverkstekniker. Dessutom framkom ett tydligt samband mellan preciserade lärandemål och läranderesultat, där de olika instruktionsformerna ledde till olika fokus på process och/eller produktframställning. I diskussionen belyses vikten av samspelet mellan; lärandemål, val av instruktions- och kommunikationsform, själva instruktionssituationen, samt lärarhantverkets roll – som faktorer vilka alla påverkar enskilda elevers lärandemöjligheter.
Nyckelord: Slöjddidaktik, kommunikation, instruktion, lärarhantverk, digital instruktion, lärande
Between Ethics and Aesthetics: Curation Methods for Contemporary Islamic Painting in Indonesia
No full textThis study explores the curatorial methods of contemporary Islamic painting in Indonesia, formed by a synthesis of ethics and aesthetics. Rooted in postcolonial history and the rise of diverse academic art institutions, a curatorial approach is developed that balances ethical principles and aesthetic innovation. With a qualitative descriptive method, data were gathered through interviews with artists and Islamic art curators, supported by curatorial and content analysis of exhibitions. Findings reveal that curators must harmonize Islamic ethical foundations with contemporary visual concepts through thematic organization, contextualization and audience segmentation. Curatorial reflexivity is essential to ensure impartiality and critical evaluation of form and style. The study identifies three curatorial themes (calligraphic, representational, and nonrepresentational) emerging since the 1995 Istiqlal II Festival. The study demonstrates continual aesthetic evolution within Islamic ethical boundaries