Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Leder. Første ordinære nummer i den nye multimodale malen for FormAkademisk: – med universell utforming
No full textTilbakemeldingspraksiser i yrkesfaglærerutdanningen: Utprøving av responsmatrise i arbeid med tekst og skriving
No full textWriting is useful for student teachers’ professional development. However, it might be experienced as an «unknown landscape» for vocational education and training (VET) student teachers from practical-oriented occupations. These students often have little experience with using writing as a tool for learning. Therefore, feedback from teacher educators are important in the development of their written work. This study investigated how VET student teachers in Norway experience such feedback. Based on the students’ desire for more uniform feedback, we created a feedback matrix for a written assignment. The research question is: How do VET students’ teachers experience the use of feedback matrix as a tool for developing text and writing literacy? The research data consisted of 53 written reflections on how the students experienced feedback from both teacher and fellow students, and the feedback matrix. Using qualitative content analysis and feedback theory, we found that students experienced the feedback as useful but emotionally impactful. The analysis also revealed that the students, and perhaps the teachers, were more concerned with the finished products than with writing as a learning process. Lastly, we discuss the opportunities and challenges by using a feedback matrix for written assignments and suggest how we can develop high-quality feedback practices in VET teacher education.Skriving og tekstarbeid kan være nyttig for lærerstudenters profesjonelle utvikling. Likevel kan skriving som inngang til profesjonsutøvelse oppleves som et «ukjent landskap» for yrkesfaglærerstudenter fra praktisk orienterte yrker med liten tradisjon for å bruke tekst som verktøy for læring. Tilbakemeldinger fra yrkesfaglærerutdannere kan derfor ha stor betydning for yrkesfaglærerstudentenes utvikling som skrivere. I denne studien undersøker vi hvordan studenter i yrkesfaglærerutdanningen (BYRK) opplever bruk av responsmatrise som verktøy for tilbakemeldinger på tekst og skriving, basert på deres eget ønske om en mer enhetlig praksis blant sine lærerutdannere. Vi spør: Hvordan opplever yrkesfaglærerstudenter bruk av responsmatrise som verktøy for utvikling av egen tekst- og skrivekompetanse? Datamaterialet består av 53 refleksjonstekster der studentene skriver om hvordan de opplever tilbakemeldinger fra lærerutdannere på studiet BYRK, arbeid med medstudentrespons og muligheter og utfordringer med bruk av responsmatrise. Gjennom en kvalitativ innholdsanalyse avdekker vi at studentene opplever responsarbeid som en nyttig, men følelsesladet aktivitet. Analysen viser også at studentene, og kanskje yrkesfaglærerutdannerne, er mer opptatte av at teksten skal bli et ferdig produkt, enn at skriving og tekstarbeid skal være læringsprosesser. Videre diskuterer vi muligheter og utfordringer med bruk av responsmatrise basert på funnene og teori om veiledning og feedback samt drøfter hvordan vi kan videreutvikle gode tilbakemeldingspraksiser i BYRK. Studien peker på at det er behov for mer kunnskap om både studentenes og lærerutdannernes skrivekompetanse og tekstforståelse
Exploring the Potentials of Unplugged Activities: Developing Computational Thinking in Teacher Education
No full textThis paper explores the use of unplugged activities as a pedagogical approach for teaching computational thinking (CT) to student teachers at a Danish university college in the subject technology comprehension. Through an analysis of three cases—a toothbrushing routine, a political profiling quiz, and an interactive story creation—the study examines students’ learning experiences and engagement with CT concepts and practices. The paper employs a methodological approach rooted in participatory observation and visual ethnography. Data collection includes video recordings, audio recordings, post-class interviews, and artefacts created by the students.
The analysis reveals possibilities as well as challenges experienced by students in their involvement in computational thinking activities, including algorithms, decomposition, and abstraction. These findings contest the oversimplified classification of activities as either \u27plugged\u27 or \u27unplugged\u27, suggesting that alternative factors hold more substantial importance. Subsequently, the paper explores the roles of self-efficacy and ‘be-greifbarkeit’ in students\u27 learning processes, thereby elucidating how students\u27 motivation and learning expectations, in conjunction with their tangible experiences and conceptual understandings, influence the development of their computational thinking competencies.
In conclusion, the study provides valuable insights for teacher educators, emphasising the need to consider the perceived complexity of the activity, including the students’ prerequisites for engaging with plugged and unplugged elements. It highlights the multifaceted nature of plugged and unplugged approaches, offering a nuanced perspective on their impact on students\u27 learning experiences in the field of computational thinking
Teacher competencies in job advertisements for teachers
No full textTeaching requires a diverse range of competencies. This study investigates teacher competencies articulated in job advertisements for teaching positions in Finland. Given the global teacher recruitment challenges, particularly in rural schools, and the regional differentiation within Finland, the study also examines the variations across rural, semi-urban, and urban municipalities. Data were collected from a centralized recruitment website, resulting in 596 job advertisements for class teacher positions. A deductive qualitative content analysis was performed using the individual teacher competencies defined in the multidimensional adapted process model of teaching (Metsäpelto et al., 2022) as a framework. The findings highlight the prevalence of teacher competencies related to knowledge base of teaching and learning, social skills, and personal orientations. Notably, advertisements from rural municipalities featured fewer competencies compared to those from semi-urban and urban municipalities. By illustrating the desired teacher competencies in the field, this study provides a valuable tool for evaluating and developing teacher education goals and teacher recruitment strategies
A/r/tografi som performativ pedagogikk i teaterproduksjon
No full textThis article examines how a/r/tography can be used as performative pedagogy in theatre production. Based on Rita Irwin\u27s view of a/r/tography as a dynamic way of learning we explore how bachelor students in drama/theatre can embody the role of artist-researcher-teacher. The empirical data stems from a course in devised theatre. Each student group produced a performance in collaboration with young people, and the role of the drama teacher was central for the artistic process. In the analysis we found three key insights for the implementation of a/r/tography as a learning strategy: (1) emphasis on artistic will paired with the teacher’s deep listening skills, (2) emphasis on modelling experiential knowledge as teaching/learning strategy, and (3) the benefit of the a/r/tografic researcher position. All in all, we see that the students’ awareness of the interweaving of the three roles, artist-researcher-teacher, facilitated a deeper learning and understanding of the theatre production process and the reference group’s life world.
Photo: Eirik Brenne TorsethaugenDenne artikkelen undersøker hvordan a/r/tografi kan anvendes som performativ pedagogikk i teaterproduksjon. Med Rita Irwins syn på a/r/tografi som dynamisk læringsform ser vi på hvordan bachelorstudenter i drama/teater kan gå inn i rollen som a/r/tografer. Empirien for undersøkelsen er fra et undervisningsforløp der studentgrupper stod i egenskapte teaterproduksjonsprosesser. Forestillingene ble skapt i samarbeid med ungdom, og rollen som dramapedagog var sentral for den kunstneriske prosessen. I analysen fant vi tre sentrale innsikter for bruken av a/r/tografi som pedagogisk verktøy: (1) betydningen av å ivareta egen kunstnerisk vilje som lydhør pedagog, (2) betydningen av å modellere erfaringskunnskap som pedagogisk strategi og (3) nytten av den a/r/tografiske forskerposisjonen. I alt ser vi at oppmerksomheten på sammenvevingen av de tre rollene som kunstner-forsker-pedagog la til rette for dypere læring og forståelse hos studentene for teaterproduksjonsprosessen og referansegruppens livsverden.
Foto: Eirik Brenne Torsethauge
Gamified App-based Well-being Interventions for Children and Young People: A Systematic Literature Review
No full textThis study examines gamified app-based well-being interventions (GABWI) for children and adolescents. It aims to guide app developers and policymakers in designing human-led and peer-supporting well-being interventions at a comprehensive school. The study explores these interventions’ features: goals; background theories; and gamification strategies. PRISMA systematic literature review guidelines were applied, and sixteen studies from 2017–2022 were analyzed.
The results underline that interactivity is essential for engaging children and adolescents in well-being apps, but offline connections in interventions are also necessary. Moreover, the study emphasizes the holistic approach including the combination of physical and mental aims in GABWI, and a strong theoretical background of interventions. The study showed that Self-determination Theory is prevalent in GABWI. However, Social Cognitive Theory may enhance tailored support, particularly for students with special needs. The study is situated in the context of Finland, considering the specific curriculum and health needs. Despite Finnish young people’s high overall fitness level, about 40 percent of pupils have low physical capacity, and a third of girls and a fifth of boys at the end of comprehensive school perceive their health as average or poor
Hög diversitet i styrningen av marin biodiversitet i Finland
No full textThis article examines the governance of marine biodiversity in Finland, with a particular focus on the ecosystem approach. Although Finland has established several national biodiversity strategies and been a pioneer in European environmental policy, challenges remain to halt the loss of biodiversity in the sea. The sustainable management of marine natural resources is essential because of the high economic value of natural resources, the important ecosystem services that marine biodiversity enables, and not to forget the intrinsic value of the sea. Through a document study, the article maps the laws, directives and policy tools that guide the management of marine biodiversity in Finland and discusses the impacts and challenges of governance. In addition, the actors involved in the management of marine biodiversity are identified. The results show that the governance of marine biodiversity is centered on the national and regional administrative units of the central government, while increased cooperation with the local level could be a positive development in accordance with the second principle of the ecosystem approach. Furthermore, the results illustrate the complexity of management in the form of a number of legal acts at both international and national level as well as dozens of public, mainly state, actors involved in marine biodiversity management. The conclusions suggest that there is a lack of regulatory responsibility for marine biodiversity at the local level of government, a lack of mechanisms to include stakeholders and, finally, that the strength and weakness of marine biodiversity management is based on the high diversity of governance.Denna artikel undersöker styrningen av marin biodiversitet i Finland, med särskilt fokus på ekosystemansatsen. Trots att Finland har fastställt flera nationella biodiversitetsstrategier och varit en föregångare i europeisk miljöpolitik, kvarstår utmaningar för att stoppa biodiversitetsförlusten i havet. Hållbar styrning av marina naturresurser är av väsentlig betydelse pga. naturresursernas stora ekonomiska värde, de viktiga ekosystemtjänster som marin biodiversitet möjliggör och för att inte glömma havets egenvärde. Genom en dokumentstudie kartlägger artikeln lagar, direktiv och policyverktyg som styr förvaltningen av marin biodiversitet i Finland och diskuterar styrningens effekter och utmaningar. Därtill identifieras de aktörer som är delaktiga i förvaltningen av marin biodiversitet. Resultaten visar att styrningen av marin biodiversitet är centrerad till statsförvaltningens nationella och regionala förvaltningsenheter medan ett ökat samarbete med den lokala nivån skulle kunna vara en positiv utveckling i enlighet med ekosystemansatsens andra princip. Vidare illustrerar resultaten förvaltningens komplexitet i form av ett flertal rättsakter på både internationell och nationell nivå samt tiotals offentliga, främst statliga, aktörer som deltar i marin biodiversitetsstyrning. Slutsatserna antyder att det finns brist på lagstadgat ansvar för marin biodiversitet på den lokala förvaltningsnivån, brist på mekanismer för att inkludera intressenter och slutligen att styrkan och svagheten i förvaltningen av marin biodiversitet grundar sig i styrningens höga diversitet
Two Approaches to School Counseling as a Profession: From Boundaries to Core
No full textThe literature on school counseling as a profession has emphasized the classic boundaries approach, which perceives the profession\u27s jurisdiction as a product of a power struggle for a distinct uniqueness. This paper aims to provide an alternative approach, in line with current approaches to professions. The author establishes a core-characteristics approach, highlighting the profession\u27s core character as its source of legitimacy, encouraging continuous education and adapting to dynamic contexts. This mixed-methods study investigated the perceptions of school counselors and teachers regarding the status and sources of the counselor\u27s legitimacy. The findings show that school counselors were recognized as influential professionals, and their main source of legitimacy was deemed to be character attributes, more than knowledge and education. Differences in perceptions were found vis-à-vis the profession\u27s multi-specialist contexts. Further examining the core characteristics of the profession may enhance its legitimacy and help it thrive
Collective Processes in Land Crafting : Neighbouring through natural dyeing
No full textThis article is based on the 3-day workshop, “Botanical Colour Laboratory”, which mapped the colours of the landscape of Osterøy, Norway, through land crafting with natural dyes. Land crafting builds an understanding of, and connection to, the land. This article discusses the multi-sensorial aspects and the relations between humans and non-humans in the process of collective plant dyeing. The terms: situated knowledge, orientations, the unruliness of things, production of locality and mujaawarah (neighbouring) are used to reflect on the workshop and its entangled relationships to matter, landscape, crafting and knowledge. These terms are woven together with the experiences of the “Botanical Colour Laboratory”. The research is conducted as a creative practice with an ethnographical approach. By combining written texts with video and drawings, I have made new multi-modal field notes. These field notes give a glimpse into the multifaceted processes of plant dyeing. The research shows that projects like “Botanical Colour Laboratory” are highly relevant and can influence orientations to our surroundings through collective land crafting processes with our living and non-living neighbours
Gränsöverskridande verksamhet i Tornedalen: från pragmatism till juridifiering?
No full textThis article examines what the so-called legalization has meant for the cross-border activities between Finland and Sweden in the Torne Valley. The issue is viewed from the perspective of two regulatory processes that took place around the turn of the millennium: the establishment of a joint municipal body governed by public law and the replacement of the 1971 border river agreement with a new agreement between Finland and Sweden in the Torne Valley. The study uses a method that can be called history-oriented systematization and contextualization. This means that the study seeks to systematize the regulation and the material used in the preparation of the regulation, as well as to contextualize the regulation, i.e. to place it in its historical context. After the end of the Cold War, at least in the West, there was a belief that state borders would become less and less important and that we were heading towards a post-national era. There was also much discussion about the possibilities of realizing the idea of the so-called ‘Europe of the Regions’. The study showed that the prevailing legal views at the time rather emphasized the importance of the border and made it more difficult to develop the cross-border activities in the Torne Valley. At the end of the article, it is discussed whether there has already been a certain transition from the judicialization of the turn of the millennium towards some kind of neo-pragmatism, which is perhaps increasingly influenced by the changing political realities.Denna artikel undersöker vad den så kallade juridifieringen har inneburit för den gränsöverskridande verksamheten mellan Finland och Sverige i Tornedalen. Frågan betraktas utifrån två regleringsprocesser som ägde rum kring millennieskiftet: inrättandet av ett gemensamt kommunalt offentligrättsligt organ och ersättandet av 1971 års gränsälvsöverenskommelse med en ny överenskommelse mellan länderna i Tornedalen. I studien används en metod som kan kallas historieorienterad systematisering och kontextualisering. Det betyder att studien eftersträvar att systematisera regleringen och det material som användes i förberedningen av regleringen, samt att kontextualisera regleringen, dvs. att placera den i sitt historiska sammanhang. Efter kalla krigets slut fanns åtminstone i väst en tro på att statsgränser skulle bli allt mindre viktigare och att vi var på väg mot en post-nationell era. Det diskuterades även mycket om möjligheterna att förverkliga idén om det så kallade "Regionernas Europa". I studien framkom att de då rådande juridiska uppfattningarna snarare underströk betydelsen av gränsen och försvårade utvecklandet av den gränsöverskridande verksamheten i Tornedalen. I slutet av artikeln diskuteras huruvida det redan har skett en viss övergång från millennieskiftets juridifiering mot någon slags ny-pragmatism, som kanske allt mer än tidigare influeras av de förändrade politiska realiteterna