Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Exploring Professional Commitment and Passion Among Norwegian High School Teachers
No full textHigh school teachers’ professional commitment and passion are about being dedicated and unwavering in their pursuit of teaching excellence. This study aims to explore the antecedents of Norwegian high school teachers’ professional passion. We investigated three factors—relational trust, teachers’ affective commitment to the school organisation, and teachers’ instructional self-efficacy—by conducting a survey of 246 Norwegian high school teachers and using structural equation modelling. Our findings reveal a positive relationship between teachers’ self-efficacy and teachers’ professional passion, as well as a positive relationship between trust among teachers and their passion. Further, affective commitment to the school organisation is indirectly related to teacher passion via relational trust between teachers. We thus conclude that both teacher efficacy and trust between teachers are directly related to teachers’ passion, while teachers’ affective commitment to the school is indirectly related via relational trust. Implications for practice and further research are discussed
Det å gi form til noe skjer aldri i et vakuum
No full textI dette essayet fokuserer vi på oppgaver vi gjennom sirka 10 år har gjort med lærerstudenter. Arbeidet har gått ut på å skape kniv og slir. Som et analytisk grep har vi koblet inn nymaterialistisk og posthumanistisk teori og «lest dette sammen» med studenters knivarbeider og eksamenstekster. Ved å identifisere og etablere seks handlingsskapende agenter som sterkt påvirker studentenes knivskaping, forsøker vi å konkretisere innholdet i deres besvarelser. Ved hjelp av denne teorien har vi oppfordret studentene til, i en utforskende og undersøkende prosess, å fabulere fram sine egne tradisjoner og tolkinger av muligheter og uttrykk. Vi har åpnet opp for at de kan trekke inn elementer og meningsbærende uttrykk fra sine egne liv, slik menneskene i de førindustrielle folketradisjonene gjorde det i utformingene av sine artefakter og ornamenter. Det diffraktive tenkesettet er essayets bærende element. Den danner en rhizomatisk struktur bestående av de konkret handlingsskapende agentene som får noe til å skje. En underliggende tilleggspåvirker, spesifikk for oss som er i dette undervisningsarbeidet, er en uro for alt dette levende som omgir oss. Den berører et ubehag knyttet til den retningen det naturnært menneskeskapte synes å ta i vår tid, der teknologiens makt synes å overstyre alle verdier.
Keywords: knivskaping, handlingsskapende agenter, rhizome, uro, førindustrielle folketradisjonerI dette essayet fokuserer vi på oppgaver vi gjennom sirka 10 år har gjort med lærerstudenter. Arbeidet har gått ut på å skape kniv og slir. Som et analytisk grep har vi koblet inn nymaterialistisk og posthumanistisk teori og «lest dette sammen» med studenters knivarbeider og eksamenstekster. Ved å identifisere og etablere seks handlingsskapende agenter som sterkt påvirker studentenes knivskaping, forsøker vi å konkretisere innholdet i deres besvarelser. Ved hjelp av denne teorien har vi oppfordret studentene til, i en utforskende og undersøkende prosess, å fabulere fram sine egne tradisjoner og tolkinger av muligheter og uttrykk. Vi har åpnet opp for at de kan trekke inn elementer og meningsbærende uttrykk fra sine egne liv, slik menneskene i de førindustrielle folketradisjonene gjorde det i utformingene av sine artefakter og ornamenter. Det diffraktive tenkesettet er essayets bærende element. Den danner en rhizomatisk struktur bestående av de konkret handlingsskapende agentene som får noe til å skje. En underliggende tilleggspåvirker, spesifikk for oss som er i dette undervisningsarbeidet, er en uro for alt dette levende som omgir oss. Den berører et ubehag knyttet til den retningen det naturnært menneskeskapte synes å ta i vår tid, der teknologiens makt synes å overstyre alle verdier.
Keywords: knivskaping, handlingsskapende agenter, rhizome, uro, førindustrielle folketradisjone
Teacher experience of intercultural group work in higher education: A scoping review
No full textOne strategy to reach international goals at universities is intercultural group work (IGW), combining students from different cultural backgrounds to develop their intercultural skills and understanding. Much of the existing IGW research has had a student perspective, underscoring both affordances and challenges. To gain a more complete picture of IGW, this scoping review investigates the existing empirical literature on the teacher perspective. Our review shows scarce research in this area, mostly on virtual group work and individual course initiatives. A thematic analysis reveals that teachers’ focus in IGW is on facilitating interaction between student groups; planning the curriculum regarding learning outcomes, developing activities and assessment for IGW; and building intercultural competence. Teachers’ challenges with IGW also emerge such as lack of time, skills and training. We conclude that further research is needed about on-campus IGW, specifically how individual course initiatives might address program and institutional goals and become more sustainable
The Relevance of the Frankfurt Triangle for Critical Media Literacy and Digital Citizenship
No full textThe paper examines the ambivalence of digital capitalism, contrasting the economic dominance of big tech giants with the promise of diverse digital literacy experiences. Using digital citizenship education as a case study, the paper introduces the Frankfurt Triangle model, a framework that encourages a multi-perspective approach to the phenomena of digitality. This model broadens traditional technological perspectives by incorporating cultural, societal, and interactional aspects, aiming to address the lack of media-cultural, societal, and usage-related perspectives in educational discourses on digitality
Statstjänstemannen och New Public Management-samhället – noteringar i fotspåren av Dag Hammarskjöld
No full textA parliamentary democracy includes that civil servants have restrictions on how they can express opinions and values. Elected politicians are responsible for setting out the prevailing line of executive power. However, in order for the individual to be able to feel trust in the public sector, there must be interaction between politicians and civil servants. A functioning interaction between civil servants and politicians is a prerequisite for the public sector to have the opportunity to deliver in a legitimate and efficient manner. The text is based on an article written by Dag Hammarskjöld in 1951 that explores the civil servants’ space to express values and speak out. Over the ensuing 70 years, the protection of fundamental rights has been codified and its management has been permeated by a market ethos. The civil servants\u27 space to speak out faces new challenges as administrative policy takes on new forms and the human-centred approach is challenged.I en parlamentarisk demokrati ingår att tjänstemännen har begräsningar på hur de kan framföra åsikter och värderingar. Folkvalda politiker bär ansvar för att staka fram den rådande linjen för den verkställande makten. För att individen ska kunna känna tillit till det offentliga krävs dock ett samspel mellan politiker och tjänstemän. Ett fungerande samspel mellan tjänstemän och politiker är en förutsättning för att det offentliga ska ha möjlighet att leverera på ett legitimt och effektivt sätt. Texten tar avstamp i en artikel skriven av Dag Hammarskjöld år 1951 som går in på tjänstemännens utrymme att uttrycka värderingar och säga ifrån. Under de påföljande 70 åren har skyddet för grundrättigheter kodifierats och förvaltningen har genomsyrats av ett marknadsetos. Tjänstemännens utrymme att säga ifrån möter nya utmaningar då förvaltningspolitiken tar nya former och då det människocentrerade synsättet utmanas
A Visual Inquiry into the Abolition of Whiteness
No full textThe purpose of this study was to make sense of how whiteness is constructed and the possibilities of deconstruction. To do this, I pursued arts-based educational research (ABER) methods as a means of creating, entangling myself with, and understanding the data. Through this art-as-research method (Wang et al., 2017), I interrogated what I could learn about whiteness and the possibility of abolishing it through the construction and deconstruction of entanglements made of string. This means of researching whiteness is not one that is universal since art, like everything, is weighted by our racial histories (Kraehe, 2020). However, whiteness leaves permanent marks and makes a severe imprint upon our educational system that could perhaps be better understood through ABER. Ultimately, I turned towards the possibilities found within Afrofuturist art
En kartleggingsstudie av livsmestringsundervisning i en internasjonal kontekst og implikasjoner for fagene norsk, engelsk og fremmedspråk
No full textPublic health and life skills was introduced as one of three cross-curricular topics in the revised Norwegian curriculum LK20. Schools are obliged to work with these topics across subjects. Few empirical studies investigate how life skills are taught in language classrooms in Norwegian schools, i.e., Norwegian, English, and foreign languages. In this paper, we present an overview of international research between 2013 and 2023, describing how life skills education can be realised in the language classroom. We searched relevant databases using terms derived from Norwegian research on life skills, including “empowerment”, combined with terms related to language teaching and empirical methods, in both English and Scandinavian languages. The search resulted in 841 studies, of which 26 studies met specific inclusion criteria. These studies were subject to a thematic analysis. The classroom practices can be grouped into four themes: 1) value of students’ background and interests, 2) support for student-active learning, 3) facilitation of student cooperation, and 4) critical inquiry of text and society. Moreover, our findings show an emphasis on student-centred teaching and student autonomy together with collective approaches instead of solely the development of individual skills. However, the studies do not specify how students can learn to deal with success and failure and personal and practical challenges, as the Norwegian curriculum emphasizes. The majority of the studies focus on the importance of language learning itself, in which life skills arise because of language learning and thus do not become a direct subject of investigation. Nevertheless, the examples of classroom practices within the four themes can provide teachers and teacher educators with different perspectives on life skills education. Moreover, the mapping of how life skills can be integrated into language subjects globally can contribute to a discussion about what life skills education may entail in a Norwegian school context
Negotiating Learner Autonomy in a Cross-cultural, Emancipatory Academic Environment: An Autoethnographic Study
No full textIn an era of accelerating globalization, an increasing number of scholars cross national borders and accumulate international academic experiences, presenting both opportunities and challenges. This autoethnography examines the challenges I, a Vietnamese PhD student, encountered while navigating learner autonomy within a cross-cultural, emancipatory academic environment in the US. Drawing on my retrospective narrative, in-depth interviews with my academic advisor, and a reflective journal, I narrate my journey of negotiating the newly found freedom in a PhD program driven by emancipatory pedagogy. The process reveals learner autonomy as a complex, non-linear negotiation shaped by different environmental factors, especially the roles of my academic advisor. Thanks to the development of learner autonomy, I slowly turned into an independent scholar, but the process prompted critical reflections on the tension between my traditional Confucian Heritage Culture (CHC) values and the newly acquired emancipatory ideals. The paper may help international PhD students to better navigate their studies in new cultural and academic environments. It may also help PhD supervisors, including those in Nordic countries, become more aware of potential challenges and develop alternative strategies for working with doctoral students from different cultural backgrounds. Finally, it may offer insights into how a more emancipatory academic environment might be reimagined in CHC contexts
The adaptive learning platform that wasn\u27t adopted: A socio-technical case of mechanisms of non-use
No full textAdaptive and personalizing technologies are increasingly integrated into the EdTech sector, promising enhanced and expedited learning outcomes. This article examines the final phase of a project involving 536 students and 8 educators at a nursing education programme who incorporated an adaptive learning platform. The change theory suggested that students would quickly acquire rote skills and generate data to aid targeted instruction. However, participation was lower than expected, with both students and educators facing challenges. Using the social construction of technology (SCOT) framework, we explore the socio-technical mechanisms influencing rejecting and resisting mechanisms of non-use