Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Professionsutveckling inom lärarutbildning: (Yrkes)lärarstudenters beskrivningar
No full textThis article focuses on a learning objective, as part of a teacher education course at a Swedish university, where student teachers should be able to discuss their own professional development and identify further development needs. Since both research and policy documents highlight professional development as an important part of teacher education, it is important to study professional development from the perspective of student teachers. The theoretical starting point is Communities of Practice (CoP), and the study focuses on knowledge and learning within a social community. Ten subject teacher students and six vocational teacher students are interviewed about their descriptions of what the professional development for teachers in teacher education means for them, which results in six prominent themes: 1) the developmentof identity formation, 2) the development of subject specific and vocational knowledge, 3) the development of leadership, 4) the development of relationship-building, 5) the development of knowledge about policy documents, laws, rules and regulations, 6) the development in relation to changes in the society.
Despite common denominators in the students’ descriptions of professional development, there are also nuanced differences that can be understood by positioning actors about the (vocational) teacher education community. The vocational teacher students frequently connect their professional knowledge to industry and working life, whereas the subject teacher students often connect their subject knowledge to university courses and research. Both the vocational teacher students and the subject teacher students in the study
describe
that they need to stay up-to-date and continue developing their competence in pedagogy. However, the vocational teacher students specifically highlight the need for pedagogical knowledge within the school environment, rather than in the context of working life and workshop settings. This may be because some vocational teacher students are accustomed to training and teaching interns in these environments as part of their professional practice.Denna artikel fokuserar på ett lärandemål, som en del av en lärarutbildningskurs vid ett svenskt universitet, där lärarstudenter ska kunna diskutera sin egen professionsutveckling och identifiera vidare behov av utveckling. Eftersom både forskning och styrdokument lyfter professionsutveckling som en viktig del av lärarutbildningen är det viktigt att studera professionsutveckling ur lärarstudenters perspektiv. Den teoretiska utgångspunkten är Communities of Practice (CoP), och studien fokuserar på kunskap och lärande inom en social gemenskap. Tio ämneslärarstudenter och sex yrkeslärarstudenter intervjuades om deras beskrivningar av vad den professionella utvecklingen inom lärarutbildningen innebar för dem, vilket resulterade i sex framträdande teman: 1) utveckling av läraridentitet, 2) utvecklingen av ämnesspecifik och yrkesmässig kunskap, 3) utvecklingen av ledarskap, 4) utvecklingen av relationsbyggande, 5) utvecklingen av kunskap om styrdokument, lagar, regler och förordningar, 6) utvecklingen i relation till samhällsförändringar.
Trots gemensamma nämnare i studenternas beskrivningar av professionell utveckling fanns det också nyansskillnader som kunde förstås genom att positionera aktörer inom (yrkes)lärarutbildningsgemenskapen. Yrkeslärarstudenterna kopplade ofta sin professionella kunskap till industrin och arbetslivet, medan ämneslärarstudenterna ofta kopplade sin ämneskunskap till universitetskurser och forskning. Både yrkeslärarstudenterna och ämneslärarstudenterna i studien berättade att de behövde hålla sig uppdaterade och fortsätta utveckla sin kompetens inom pedagogik. Yrkeslärarstudenterna betonade dock specifikt behovet av pedagogisk kunskap inom skolmiljön, snarare än i arbetslivs- och verkstadssammanhang. Detta skulle kunna bero på att vissa yrkeslärarstudenter är vana vid att utbilda och undervisa praktikanter i dessa miljöer som en del av sin professionella praktik.Denna artikel fokuserar på ett lärandemål, som en del av en lärarutbildningskurs vid ett svenskt universitet, där lärarstudenter ska kunna diskutera sin egen professionsutveckling och identifiera vidare behov av utveckling. Eftersom både forskning och styrdokument lyfter professionsutveckling som en viktig del av lärarutbildningen är det viktigt att studera professionsutveckling ur lärarstudenters perspektiv. Den teoretiska utgångspunkten är Communities of Practice (CoP), och studien fokuserar på kunskap och lärande inom en social gemenskap. Tio ämneslärarstudenter och sex yrkeslärarstudenter intervjuades om deras beskrivningar av vad den professionella utvecklingen inom lärarutbildningen innebar för dem, vilket resulterade i sex framträdande teman: 1) utveckling av läraridentitet, 2) utvecklingen av ämnesspecifik och yrkesmässig kunskap, 3) utvecklingen av ledarskap, 4) utvecklingen av relationsbyggande, 5) utvecklingen av kunskap om styrdokument, lagar, regler och förordningar, 6) utvecklingen i relation till samhällsförändringar.
Trots gemensamma nämnare i studenternas beskrivningar av professionell utveckling fanns det också nyansskillnader som kunde förstås genom att positionera aktörer inom (yrkes)lärarutbildningsgemenskapen. Yrkeslärarstudenterna kopplade ofta sin professionella kunskap till industrin och arbetslivet, medan ämneslärarstudenterna ofta kopplade sin ämneskunskap till universitetskurser och forskning. Både yrkeslärarstudenterna och ämneslärarstudenterna i studien berättade att de behövde hålla sig uppdaterade och fortsätta utveckla sin kompetens inom pedagogik. Yrkeslärarstudenterna betonade dock specifikt behovet av pedagogisk kunskap inom skolmiljön, snarare än i arbetslivs- och verkstadssammanhang. Detta skulle kunna bero på att vissa yrkeslärarstudenter är vana vid att utbilda och undervisa praktikanter i dessa miljöer som en del av sin professionella praktik
Reimagining Global Education Policy Research
No full textIn Finland, doctoral candidates are required to give an introductory lecture as part of their public dissertation defense. This lecture provides the audience with background information on the phenomenon studied in the dissertation, discusses the main results and central arguments, and proposes the potential contributions of the research. This paper is based on the author’s dissertation, entitled ‘Reimagining Global Education Policy Research: The Case of the European Language Framework (CEFR) Transfer to Japan’ (Nishimura-Sahi, 2024; 2020; 2022; Nishimura-Sahi & Piattoeva, 2024)
Creating inspiration by developing digital mood boards in student teams
No full textMood boards have notable potential to serve as inspirational tools in design. However, we still do not fully understand how mood boards are created utilizing material found online in collaborative educational settings. The purpose of our study is to deepen our understanding of both team design and the creation of shared digital mood boards through a qualitative analysis on how three student teams created shared mood boards using computers, and how they gathered inspirational material from the Web. We discuss how the creation of a shared mood board is a complex process, including deepening and broadening cycles, where a key idea is either explained more thoroughly, or then expanded with additional, related ideas. In relation to mood board ideas, the teams decided the specific keywords to be used to gather images online, balancing the design constraints, with an intuitive yet systematic way of working. We encourage to acknowledge a digitally created mood board as a collaborative method for creating meaningful starting points for designing, and for finding inspiration outside the direct design problem. Our study provides information which is beneficial for developing pedagogies that include collaboration and the use of online inspirational material.Keywords: team ideation; mood board; sources of inspiration; online material; metaphor; design educationMood boards have notable potential to serve as inspirational tools in design. However, we still do not fully understand how mood boards are created utilizing material found online in collaborative educational settings. The purpose of our study is to deepen our understanding of both team design and the creation of shared digital mood boards through a qualitative analysis on how three student teams created shared mood boards using computers, and how they gathered inspirational material from the Web. We discuss how the creation of a shared mood board is a complex process, including deepening and broadening cycles, where a key idea is either explained more thoroughly, or then expanded with additional, related ideas. In relation to mood board ideas, the teams decided the specific keywords to be used to gather images online, balancing the design constraints, with an intuitive yet systematic way of working. We encourage to acknowledge a digitally created mood board as a collaborative method for creating meaningful starting points for designing, and for finding inspiration outside the direct design problem. Our study provides information which is beneficial for developing pedagogies that include collaboration and the use of online inspirational material.Keywords: team ideation; mood board; sources of inspiration; online material; metaphor; design educatio
A Friend to Milli Mörriäinen: The Storification Method Supporting Pupils\u27 Crafting Processes
No full textArts-based and creative learning processes should be utilised more in craft education. With the NaCra approach, craft processes are connected to other creative content, mainly narratives. This NaCra study explored pupils\u27 holistic craft processes that incorporated stori-fied elements and the aim was to clarify the key elements of individual craft processes supported by storification. The study involved 12 pupils from the second grade (7–8 years old) in Finnish primary education. Despite the novelty of the holistic approach, all pupils successfully planned, created and evaluated their soft toys. The storification method permeated every stage of the holistic craft process, aiding not only the ideation and design phases but also motivation and increased concentration in the making and evaluation phases. The findings suggest that pupils\u27 holistic craft processes incorporating storified elements work well together as a means for pupils to express their thoughts and imagination into assignments. Furthermore, storified elements make pupils\u27 experiences come to life in the creative crafting process. Pupils should have more opportunities with holistic craft processes where the outcome is uncertain at the beginning of the process.Keywords: pupil, holistic craft process, crafting, storification, storified elements, soft toyArts-based and creative learning processes should be utilised more in craft education. With the NaCra approach, craft processes are connected to other creative content, mainly narratives. This NaCra study explored pupils\u27 holistic craft processes that incorporated stori-fied elements and the aim was to clarify the key elements of individual craft processes supported by storification. The study involved 12 pupils from the second grade (7–8 years old) in Finnish primary education. Despite the novelty of the holistic approach, all pupils successfully planned, created and evaluated their soft toys. The storification method permeated every stage of the holistic craft process, aiding not only the ideation and design phases but also motivation and increased concentration in the making and evaluation phases. The findings suggest that pupils\u27 holistic craft processes incorporating storified elements work well together as a means for pupils to express their thoughts and imagination into assignments. Furthermore, storified elements make pupils\u27 experiences come to life in the creative crafting process. Pupils should have more opportunities with holistic craft processes where the outcome is uncertain at the beginning of the process.Keywords: pupil, holistic craft process, crafting, storification, storified elements, soft to
Researching public art and public space, part 2: Leder
No full textThis special issue is devoted to research on the changing paradigms of public art, and of public spaces. Today all art can be characterized as public since it is mediated via relational networks. The shift of paradigm from modernist art to contemporary art coincides with this shift of paradigm – from consumption to communication – in the sense that advanced art practices had already absorbed the change from individual mediation to relational networks. In the communication network of relations, artists and works are constitutive elements. Without the works and the artists, the relational network does not exist, and vice versa: Without the network of relations, neither artists nor works are made visible. This constitutive reciprocity of relations is decisive both for theorists doing research on public art and art in public spaces, as well as for artists who are doing research in public spaces
Professional Regulation and Change in Times of Crisis: Differing Opportunities Within and Across Ecologies
No full textThis paper analyses the impact of the COVID-19 pandemic crisis on professional regulatory change in two Canadian provinces, drawing on ecological theory. The dataset, constructed using web-scraping techniques, includes all laws and by-law modifications concerning regulated professions enacted during the first 18 months of the pandemic in Quebec and British Columbia. Data show that the crisis prompted regulatory changes but that the impact and nature of these changes varied depending on the structure of the ecology of professional regulation in each province. Furthermore, crisis-related concerns were more likely to induce or accelerate durable changes if they intersected with pre-existing, ongoing professional projects. Our findings have implications for theorizing crisis-related regulatory change and demonstrate the value of a comparative approach to studying professional ecologies and state-profession interfaces.
Infusing Sustainability: A Compass-Led Intervention in Chilean Graduate Design Education
No full textDesign for Sustainability has evolved rapidly over the last decades as a response to unprecedented global challenges. Several models have been developed to address the need to design more sustainable products, services, and policies. These strategies are oriented towards more sustainable ways of living. The Compass, developed by the Index Project in Denmark, is a method that offers a framework to structure the design process while considering social, environmental, and economic sustainability aspects. This article presents an exploratory case study to infuse sustainability in design education using this method in interdisciplinary teams. The context is a master’s degree offered by a design school in a Chilean university. The study\u27s outcomes reveal that The Compass method is a dynamic and flexible structure for design in interdisciplinary teams. To strengthen its applicability, it could incorporate links to sustainability methods from various areas of knowledge that specifically address economic, environmental, or social aspects. Complementing The Compass with these sustainable approaches to confront the complexity of the challenges may facilitate the move from good ideas to feasible, sustainable design solutions in design and other fields.Design for Sustainability has evolved rapidly over the last decades as a response to unprecedented global challenges. Several models have been developed to address the need to design more sustainable products, services, and policies. These strategies are oriented towards more sustainable ways of living. The Compass, developed by the Index Project in Denmark, is a method that offers a framework to structure the design process while considering social, environmental, and economic sustainability aspects. This article presents an exploratory case study to infuse sustainability in design education using this method in interdisciplinary teams. The context is a master’s degree offered by a design school in a Chilean university. The study\u27s outcomes reveal that The Compass method is a dynamic and flexible structure for design in interdisciplinary teams. To strengthen its applicability, it could incorporate links to sustainability methods from various areas of knowledge that specifically address economic, environmental, or social aspects. Complementing The Compass with these sustainable approaches to confront the complexity of the challenges may facilitate the move from good ideas to feasible, sustainable design solutions in design and other fields
Futures Thinking in Middle School Science Textbooks: A Perspective from Japan
No full textThis research aims to illuminate the characteristics of "Futures Thinking" components within the interdisciplinary units of "Science, Technology, and Humanity" and "Nature and Humanity" and "Sustainable development" within Japanese middle school science textbooks. Grounded in pre-existing literatures, this research meticulously organizes the essential competencies of future-oriented thinking into three distinct components: "Envisioning the Future," "Predicting the Future," and "Planning for the Future." Each component is further broken down into more precise indicators. For "Envisioning the Future," indicators include perspectives on "Multiple Futures," the "Science of Future," and "Hope and Fears." For "Predicting the Future," we delve into the "Scenario" technique, alongside "Forecasting" and "Backcasting" strategies. "Planning for the Future" assesses the "Precautionary" approach, "Evaluating Action," and understanding "Risk and Changes." The research involved a cross-sectional analysis of content types (such as texts, diagrams) and contexts (individual, regional, national, and global), determining the presence or absence of these indicators. The findings reveal: (1) a more frequent articulation of these competencies within the "Science, Technology, and Humans" unit, (2) a scant representation of "Multiple Futures" and "Scenario" methods among the nine indicators, (3) a prevalence of explanatory text in presenting these concepts, and (4) a consistent inclination towards a global context in the textbooks\u27 narratives. These insights imply an extant gap within the current pedagogical tools, underscoring the importance of an expanded, multifaceted approach to teaching these competencies. The implications for future curriculum development and instructional strategies in middle school science education are profound, necessitating a more integrated approach that resonates with the uncertainties and possibilities of the future
Student Teachers’ Study Profiles — Longitudinal Perspective to Research-Based Teacher Education
No full textThis study examined student teachers’ study profiles and achievement levels from selection through to the bachelor’s phase of their teacher education programmes. The latent profile analysis revealed two student teacher study profile subgroups associated with varying study achievement levels from the first three years of the teacher education programme. In a more detailed examination, the results revealed that the main differences occur during the bachelor’s phase of the teacher education programme, wherein student teachers are learning to understand the research-based teaching profession and how to conceptualise theories and more independently learn to write their bachelor’s theses. A gender comparison between subgroups revealed that male student teachers were more likely to be allocated to the less research-oriented subgroup and female students to the highly research-oriented subgroup. These findings are discussed with regard to how teacher education programmes could better support different learners
Teacher educators’ and pre-service teachers’ confidence toward the use of ICT in education
No full textTodays’ teacher education needs to provide pre-service teachers with readiness to integrate ICT in education. Teacher educators are expected to serve as role models for pre-service teachers, providing them with examples and meaningful experiences of learning with ICT. The aim of this study is to provide an insight into teacher educators’ and pre-service teachers’ confidence toward using ICT in education. In this study, both groups assessed their Technological Pedagogical Knowledge (TPK). The aim was to study the possible differences between teacher educators’ and pre-service teachers’ TPK assessments, and based on their assessments, to provide insights into teacher educators’ readiness to act as role models for pre-service teachers. The participants of the study were 123 pre-service teachers and 83 teacher educators. The results indicate that the assessments of teacher educators were higher than pre-service teachers’ assessments at the sample level. The results also indicate that pre-service teachers and teacher educators can both be divided into two aligning sub-groups, with higher and lower assessments. However, the comparison of these sub-groups showed that the assessments of the pre-service teachers in the higher sub-group were higher than with the assessments of the teacher educators in the lower (modest) sub-group. This study provides evidence for variation among teacher educators and pre-service teachers in terms of their TPK. This implies a need for more tailored ways to develop TPK in teacher education