Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Becoming a visual arts teacher with a/r/tography: Dealing with desires, doubts and fears in examinations in art teacher education
No full textExamination practice in art teacher education in Sweden is a part of the development of professional practice in compulsory, secondary and upper secondary education. Visual arts as a school subject entails a hybridity of artistic and didactic perspectives. In art teacher education, a double didactic perspective involves the learning of the student teacher and their future teaching of students in the visual arts. This article focuses on an examination of student teachers in the visual arts. An entry point is the methodology of a/r/tography, which entails exploring different subject positionings as artist, researcher and teacher in student teachers’ examination projects. Three examination projects were presented exemplifying how the use of art-based methods supports an understanding of subject didactics in the process of becoming a visual arts teacher. The examinations consisted of written academic texts and art-based explorative investigations in different visual media. The study also elaborated on how student teachers’ artistic production supports an understanding of the subject’s theoretical and practice-based content. The results indicated how a/r/tography can be used for reflected learning in becoming-teacher through student teachers’ efforts to encompass their future professional roles. The results also showed the challenges of student teachers in confronting their desires, doubts and fears in their learning processes during art teacher education.
Photo and artwork: Pseudonymized Student "X" (with permission
Å leve som a/r/tograf – et nordisk perspektiv: Introduksjon
No full textThis special issue of Nordic Journal for Art & Research is devoted to the arts-based methodology a/r/tography, as it is understood and conducted in the Nordic countries. Living as an a/r/tographer—a Nordic perspective enlightens the a/r/tographic space between the artist (a), researcher (r), and teacher (t) as well as between the personal or individual and the social—such as communities of practice. In this introduction, the four editors reveal the background and history of the special issue and shortly present the 13 peer reviewed articles in its first part. They also give newcomers a short introduction to the field and discuss some of the core topics relevant to their editorial work. The aim for the issue is to contribute to knowledge that shed light on the distinctive position that characterizes the work of academic staff in the arts in the Nordic teacher educations. However, the article submissions revealed and interest in a/r/tography far beyond teacher education, and the editors chose to include nearby a/r/tographic contributions too. This is a position which develops distinctive competences in its participants, but also a position with demanding work tasks in different directions.
Photo: Ann-Hege Lorvik WaterhouseDette temanummeret av Nordic Journal for Art & Research retter seg mot den kunstbaserte metodologien a/r/tografi slik den blir forstått og arbeidet med i de nordiske landene. Å leve som a/r/tograf – et nordisk perspektiv belyser de a/r/tografiske koblingene som skapes i de bevegelige mellomrommene mellom kunstner, forsker og lærer (A-rtist/R-esearcher/T-eacher), og som involverer det individuelle og personlige så vel som det sosiale, for eksempel i praksisfellsskapet. I denne innledningen forteller de fire redaktørene om bakgrunnen og historien til temanummeret. De presenterer også kort de 13 fagfellevurderte artiklene i denne første delen, introduserer feltet for eventuelle nye lesere og trekker kort fram noen kjernetematikker som ble relevante i redaksjonsarbeidet. Målet med temanummeret er å bidra til kunnskap som kan kaste lys over det særegne ståstedet som karakteriserer arbeidet til akademisk ansatte som jobber kunstfaglig i de nordiske lærerutdanningene. De innsendte artiklene viste at interessen for a/r/tografi strekker seg langt utenfor både lærerutdanninger og kunstfag, og redaktørene har derfor valgt å inkludere noen andre nærliggende a/r/tografiske tekstbidrag også.
Foto: Ann-Hege Lorvik Waterhous
Special issue: Turning the tides; the child and the political. Methodologies for integraled child politics in education
No full textThis Special Issue concerns the child and the political: the political child.
The call for papers asked for immanent and minor (transpolitical, transgenerational, decolonized…) perspectives in which child and childhood are seen as moulding collective futuring forces in a globalized world. The call asked to refrain from rights perspectives in a narrow juridical sense to avoid any type of categorization and compartmentalization. The call also asked to avoid universalized, major, or idealistic politics of the child, and as Marina Garcés (2022) asserts: “The western humanistic tradition must leave the expansive universalism and learn to think of itself from a mutual universality” (p. 92). Being human is thus seen as a collective and collaborative activity ultimately repealing any divisions between subject and object, adult and child, nature and culture, body and mind. What can children teach us about politics, we asked, and how can the child become more than an object of policies? Further, we asked what kind of childhoods are desirable, necessary, and possible to future
Global asymmetries in international doctoral education: Dissertations on education development in Africa at Finnish universities
No full textCritical discourses of internationalisation of higher education and decoloniality have motivated this study unfolding global asymmetries present in Finnish doctoral education in the field of educational sciences. The data are doctoral dissertations related to education development in Africa completed at Finnish universities between 2000–2021 (N=100). We first describe the regional distribution and educational contexts where the research is located through a content analysis. Second, we conduct a network analysis of the institutional affiliations of co-authors of article-based dissertations, supervisors, and examiners of the doctoral dissertations and map the institutional connections in doctoral education. Then we present and discuss the findings from the content analysis, the dissertation mapping, and the institutional network analysis against the discourses of internationalisation and decoloniality that influence doctoral education in Finland and beyond. Finally, we reflect on implications for internationalisation of doctoral education in internationalised contexts, especially in North-South collaborations
Sy ihop: Kommunikativa resurser i olika (slöjd)bedömningshandlingar
No full textThis article explores assessment actions – as an aspect of classroom communication – and how they are expressed in sloyd teaching; with a formative aim centering on pupils’ learning and (the teacher’s) own teaching practice, respectively. In this context, the teacher holds a central role, mediating sloyd knowing through (communicative) verbal and physical actions, acting as an authoritative guide for pupils’ learning, by making perceptually tacit knowing discernable thanks to pre-established confidence for the teacher in question. Besides authoritative guiding, another theoretical starting point of the article is sociomateriality; a perspective considering physical objects as resulting from connections and activity, hence influencing on the (more) social sphere of actions and activity. The method used is multimodal interaction analysis of three video-recorded sequences of teacher/pupil interaction in a sloyd-classroom setting. To sum up, the findings of the article display how formative assessment in the sloyd context consists of the teacher adapting questions posed to ascertain the knowing of the pupil, then waiting to see how/what/if the pupil performs, whilst being provided – gentle but ample – authoritative guiding to help in the process. The main contribution of the study is establishing the role of formative assessment within sloyd education. The research project has been conducted within the framework of Stockholm Teaching and Learning Studies (STLS), entailing the active involvement of the teacher in question as co-author of the article.Key words: assessment actions, formative assessment, sloyd teaching, authoritative guiding, sociomateriality, communicative resourcesThis article explores assessment actions – as an aspect of classroom communication – and how they are expressed in sloyd teaching; with a formative aim centering on pupils’ learning and (the teacher’s) own teaching practice, respectively. In this context, the teacher holds a central role, mediating sloyd knowing through (communicative) verbal and physical actions, acting as an authoritative guide for pupils’ learning, by making perceptually tacit knowing discernable thanks to pre-established confidence for the teacher in question. Besides authoritative guiding, another theoretical starting point of the article is sociomateriality; a perspective considering physical objects as resulting from connections and activity, hence influencing on the (more) social sphere of actions and activity. The method used is multimodal interaction analysis of three video-recorded sequences of teacher/pupil interaction in a sloyd-classroom setting. To sum up, the findings of the article display how formative assessment in the sloyd context consists of the teacher adapting questions posed to ascertain the knowing of the pupil, then waiting to see how/what/if the pupil performs, whilst being provided – gentle but ample – authoritative guiding to help in the process. The main contribution of the study is establishing the role of formative assessment within sloyd education. The research project has been conducted within the framework of Stockholm Teaching and Learning Studies (STLS), entailing the active involvement of the teacher in question as co-author of the article.Key words: assessment actions, formative assessment, sloyd teaching, authoritative guiding, sociomateriality, communicative resource
School Counsellors’ Professional Practice in Health Promotion, Prevention and Remedial Work in Swedish Schools
No full textAccording to the Swedish Education Act, schools in Sweden must provide comprehensive student health services to foster an inclusive and conducive learning environment, promoting students’ well-being and knowledge development. As part of a multi-professional team, school counsellors are essential in achieving these goals. However, national guidance lacks details on the role of school counsellors in health promotion, prevention and remedial efforts. This study addresses this knowledge gap by examining aspects of school counsellors’ professional work using theories of professions. Open-ended answers in a survey distributed to school counsellors in Sweden were analysed through content analysis. Findings show that remedial work primarily focuses on individual students’ social issues through conversation-based interventions. Preventive work targets groups and the broader school environment, often involving tasks like policy development. Health promotion work stands out with its educational component, where school counsellors are involved in Life Competence Education, often in collaboration with other school professionals
A quality improvement project addressing motion artefact on CTPAs in a district general hospital setting: A complete cycle resulting in changed practice.
No full textIntroduction: A still breath hold from the patient is one of the key requirements for a diagnostic computed tomography pulmonary angiogram (CTPA). It is important for the timely identification and treatment of patients with life threatening pulmonary emboli (PEs). Motion artefact on CTPA can cause blurring, double borders, shading and streaking in the lungs, which can either obscure PEs or create artefact that mimics PEs. This risks patient harm from delayed diagnoses, missed PEs, false positives and extra radiation and contrast exposure due to repeat studies.
Methods: We devised local standards and methodology for assessing the presence and degree of motion artefact on CTs. The study consisted of initial data collection, implementation of changes to clinical practice, and subsequent repeat data collection 3 months after implementation of interventions. For each data collection round, 100 consecutive inpatient and emergency CTPAs performed in a UK District General Hospital were retrospectively identified and images reviewed to categorise each as having either: ‘no significant’, ‘minor’ or ‘major’ motion artefact. There were no exclusions. Interventions after initial data collection included a multidisciplinary meeting with radiographers, department assistants, and radiologists to devise changes to workflow and practices to build in \u27rehearsal\u27 of a breath-hold and explanation of breathing instructions with patients before scanning. A prompting phrase for this was added to our CTPA scanning protocol.
Results: Initial results demonstrated that 50% of CTPA showed either minor or major motion artefact, while 50% showed no significant motion artefact. For 2% with minor motion, a clinical reason for why this was unavoidable was provided. Therefore 52% of studies met the proposed local standards. In total, 45% of CTPA were assessed to have minor motion and 5% had major motion artefact (non-diagnostic). 18% of CTPA were positive for PE. Following implementation of changes to practice, repeat data collection demonstrated that 67% of CTPA showed no significant motion artefact. 3% with minor motion provided a clinical reason why this was unavoidable. Therefore 70% of studies met the proposed standard. The increase in compliance with local standards was statistically significant (p=0.00906).
Conclusion: Our interventions improved compliance with local standards from 52% to 70%. We recommend rehearsal of breath-holding with patients before CTPA scans as a quick and easy way to improve the diagnostic quality of scans. A prompting phrase within the CTPA scanning protocol has proven effective
Humanistic Thought and Education for Sustainable Development
No full textEducation for Sustainable Development (ESD) is an education concept, central to what is globally understood as quality education and endorsed by the United Nations as a key enabler of all Sustainable Development Goals (SDGs). ESD has been around for more than three decades and has sparked its own academic discourse and field of research. Yet, ESD is not fully embedded in all education systems and within societies. Although stakeholders from academia and practice are engaged in addressing ESD since its inclusion in Agenda 21 in 1992, there has been a struggle to develop a shared conceptual understanding. The discussion in theory and practice is still underway, with researchers grappling in depth with the understanding of ESD, its thematic width, concrete implementation, and tangible outcomes. Following the current quest by UNESCO to reconsider existing ways of knowing and to question where knowledge comes from and how we add to it, the authors of this article examined a sample of ESD literature on whether epistemic foundations of ESD including its role as a program within UNESCO are considered in the discourse. They concentrate in their review on humanist approaches as an important perspective for UNESCO. The results point to a gap in the current literature. The authors also show that, if ESD was grounded in humanistic thought, it could pose a barrier for certain worldviews to engage with or implement ESD. Therefore, ESD’s foundations require further examination. This paper is a first step in drawing attention to the need to make ESD’s foundations more explicit
Job demands and resources of information and technology use among teachers in Germany: A group concept mapping study
No full textSome teachers associate Information and Communication Technology (ICT) use with additional stress, referred to as technostress, while others seem to be able to utilize the advantages and potentials of ICT. There is a lack of research on how ICT experience is perceived as a threat or a positive challenge to well-being and how ICT specifically impacts the well-being of teachers in a positive way. Thus, the study aims to compile influencing factors of ICT use on teachers’ well-being and to gain knowledge on the role of the benefits of ICT. Furthermore, information about the interplay of factors is to be obtained. The group concept mapping (GCM) method was used with 14 in-service German teachers from different school types. They compiled, sorted and rated factors related to teachers’ well-being in the context of ICT use. The sorted factors were structured using non-metric multidimensional scaling and cluster analysis. Seventy-eight unique factors were generated and divided into 9 clusters. The resulting concept map (CM) provides an overview of the various factors and gives information about their interplay. In addition, the teachers rated clusters related to the positive effects on teachers’ well-being as more important than those related to negative effects. The results suggest that future studies should consider the positive effects of ICT on teachers’ well-being more extensively. Furthermore, the structure of the CM and the individual factors are linked to previous research. Limitations concerning the chosen method and sampling are discussed