Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
Not a member yet
2462 research outputs found
Sort by
Elever med minoritetsbakgrunn i voksenopplæringen i helsearbeiderfaget: Yrkesdidaktikk i møte med elevenes læreforutsetninger relatert til faget yrkesfaglig fordypning
No full textThe topic of the article is students with a minority background in adult education in the health worker profession. In the article, the attention is primarily directed to the vocational teachers\u27 practice of vocational didactics linked to this group of students\u27 learning requirements, in relation to the subject vocational deepening. An important matter has been to take a closer look at whether there is anything distinctive about this group of students\u27 learning requirements, and whether the vocational teachers\u27 vocational didactic approach corresponds to these. The empirical basis for the investigation is qualitative in-depth interviews with vocational teachers and students with a minority background in adult education in the health profession. The survey helps to highlight that this group of students has several special learning requirements, which the vocational teachers must take into account in their vocational didactic learning work. The adult students have special learning requirements by virtue of being adults: They have clear goals for the training, they participate actively and are motivated in the learning work. They have a greater amount of experience, which is particularly relevant for the healthcare profession. This constitutes a significant resource. The students\u27 Norwegian language skills are initially mainly weak, but the students develop their language skills through the training. This poses a significant challenge. The vocational teachers express that they make a significant effort in the training to develop the students\u27 Norwegian language skills closely linked to the health education. Despite weak language skills, this group of students excels in practice in a positive way, with the background that they rely on their previous, rich experiences.Tema for artikkelen er elever med minoritetsbakgrunn i voksenopplæringen i helsearbeiderfaget. I artikkelen rettes oppmerksomheten først og fremst mot yrkesfaglærernes utøvelse av yrkesdidaktikk knyttet til denne elevgruppens læreforutsetninger, i relasjon til faget yrkesfaglig fordypning. Et viktig anliggende har vært å se nærmere på om det er noe særegent med denne elevgruppens læreforutsetninger, og om yrkesfaglærernes yrkesdidaktiske tilnærming svarer til disse. Det empiriske grunnlaget for undersøkelsen er kvalitative dybdeintervjuer med yrkesfaglærere og elever med minoritetsbakgrunn i voksenopplæringen i helsearbeiderfaget. Undersøkelsen bidrar til å synliggjøre at denne elevgruppen har flere særegne læreforutsetninger, som yrkesfaglærerne må ta hensyn til det i yrkesdidaktiske læringsarbeidet. De voksne elevene har særegne læreforutsetninger i kraft av det å være voksne: De har klare mål for opplæringen, de deltar aktivt og er motiverte i læringsarbeidet. De har en større mengde erfaringer, som er spesielt relevante for helsearbeiderfaget. Dette utgjør en betydelig ressurs. Elevenes norskspråklige ferdigheter er i utgangspunktet hovedsakelig svake, men elevene utvikler språkferdighetene gjennom opplæringen. Dette utgjør en betydelig utfordring. Yrkesfaglærerne gir uttrykk for at de legger ned en betydelig innsats i opplæringen for å utvikle elevenes norskspråklige ferdigheter tett koblet med helsefagopplæringen. Svake språkferdigheter til tross, utmerker denne elevgruppen seg ute i praksis på en positiv måte, med bakgrunn i at de flyter på sine tidligere, rike erfaringer
Bokanmeldelse. Mediating Sustainability in the Consumer Society
No full textThe book is an anthology that is part of the Routledge Studies in Sustainability series. The eleven chapters are divided into the themes Ethics, Consumption, Communication and Literacy. The authors are affiliated with several different organizations as well as research and educational institutions in the United Kingdom, Australia, Germany and Norway, and have backgrounds in philosophy, consumer research, media and design. The chapters describe and discuss sustainability from a democratic perspective, in advertising campaigns, greenwashing and responsibility issues in relation to social media, etc. Concrete examples are presented from Instagram, IKEA, the fashion industry and activism, among others.
In the introductory chapter, the editors point out that the dissemination of information plays an important role in consumers\u27 and citizens\u27 ability to make sustainable choices, but that the information that is disseminated often has senders with political or commercial interests who in various ways angle the message or influence the products that are presented to the market.
The editors present several books from the period 2015 to 2024 that address this issue, books that all focus on a specific problem or subject area. With Mediating Sustainability in the Consumer Society, they will provide a more holistic and multidisciplinary perspective in relation to the media, the public sector, and various social groups and individuals, with the goal of creating awareness in society about the roles of the various actors. With the varied chapters\u27 different perspectives, the editors\u27 literature presentation, and the authors\u27 references to further research and information, the book contributes with insight into the activities of many actors – and to reflection on what orientation options consumers around the world have to sort the information that is communicated in various ways.
Boken er en antologi som inngår i serien Routledge Studies in Sustainability. De elleve kapitlene er inndelt i temaene Ethics, Consumtion, Communication og Literacy. Forfatterne er tilknyttet flere ulike organisasjoner, forsknings- og utdanningsinstitusjoner i Storbritannia, Australia, Tyskland og Norge, og har bakgrunn i filosofi, konsumforskning, media og design. Kapitlene beskriver og diskuterer bærekraft i et demokratisk perspektiv, i reklamekampanjer, grønnvasking og ansvarsspørsmål i relasjon til sosiale medier etc. Konkrete eksempel presenteres fra blant annet Instagram, IKEA, motebransjen og aktivisme.
I det innledende kapitlet peker redaktørene på at formidling av informasjon spiller en viktig rolle for konsumenters og samfunnsborgeres mulighet å gjøre bærekraftige valg, men at informasjon som formidles ofte har avsendere med politiske eller kommersielle interesser som på ulike måter vinkler budskapet eller påvirker produktene som presenteres for markedet.
Redaktørene presenterer flere bøker fra perioden 2015 til 2024 som tar opp denne problematikken, bøker som alle har fokus på et spesielt problem- eller fagområde. Med Mediating Sustainability in the Consumer Society vil de gi et mer holistisk og multidisiplinært perspektiv i relasjon til medier, offentlig sektor samt ulike sosiale grupper og individer, med målet å skape bevissthet i samfunnet om de ulike aktørenes roller. Med de varierte kapitlenes ulike perspektiv, redaktørenes litteraturpresentasjon og forfatternes referanser til ytterligere forskning og informasjon, bidrar boken med innsyn i mange aktørers virksomhet - og til refleksjon over hvilke orienteringsmuligheter konsumenter i hele verden har til å sortere den informasjon som på ulike måter formidles.
From Transnational Policy to National Curricula: Tracing the Diffusion and Integration of Sustainability in School Curricula in Pakistan, Norway, England, and India
No full textThis paper examines how transnational policies on sustainability, particularly the UN\u27s Sustainable Development Goals (SDGs), diffuse to and reflect in national curriculum frameworks in England, India, Norway, and Pakistan. Using a qualitative exploratory design, the study analyses policy documents from transnational organisations and national curriculum frameworks from the four countries. The research focuses on how these countries conceptualize and integrate sustainability within their education systems, exploring the dominant educational ideologies underpinning these approaches. The findings reveal a clear pattern of diffusion of the three-dimensional model of sustainability (environmental, social, and economic) from transnational policies to national contexts. However, the study also highlights significant variations in how each country integrates this model, reflecting different national contexts, cultural values, and policy decisions. The study concludes that despite a global push for sustainability education, its integration remains largely contingent on national priorities and contextual factors. Further research is needed to understand how these different approaches translate into classroom practice and impact pupil learning. In particular, the study highlights in comparative terms the interplay of the national and the global in shaping curricular conceptualizations of sustainability and education for sustainable development
The Role of Design Education in Designers’ Pursuit of Entrepreneurial Opportunities
No full textThis article examines the relationship between design education and entrepreneurship by exploring the ways in which design education prepares, or falls short in preparing, students for entrepreneurship. Empirically, it draws on semi-structured interviews with 23 design entrepreneurs. Theoretically, it draws on the entrepreneurial opportunity literature, which highlights the significance of the knowledge, skills and abilities (KSAs) gained in higher education. Our findings propose five ways in which design education prepares students for entrepreneurship. Design education provides students with (1) a unique (“designerly”) way of seeing, reframing and handling problems, (2) a systematic approach to new challenges, (3) KSAs related to materials and production, (4) KSAs and experience related to oral and visual communication and (5) opportunities to discover students’ individual interest areas in design.This article examines the relationship between design education and entrepreneurship by exploring the ways in which design education prepares, or falls short in preparing, students for entrepreneurship. Empirically, it draws on semi-structured interviews with 23 design entrepreneurs. Theoretically, it draws on the entrepreneurial opportunity literature, which highlights the significance of the knowledge, skills and abilities (KSAs) gained in higher education. Our findings propose five ways in which design education prepares students for entrepreneurship. Design education provides students with (1) a unique (“designerly”) way of seeing, reframing and handling problems, (2) a systematic approach to new challenges, (3) KSAs related to materials and production, (4) KSAs and experience related to oral and visual communication and (5) opportunities to discover students’ individual interest areas in design
Yrkesfaglærere og bærekraftig utvikling: Forståelse og oppfatning.
No full textSustainable development (SD) is a key interdisciplinary theme in the LK20 curriculum framework and an essential dimension of society’s green transition. However, there is limited research on how vocational teachers understand and perceive SD in their professional practice. This study explores how vocational teachers in technological fields interpret the concept of SD and what perceptions emerge in their reflections on their professional roles.
The study is based on qualitative interviews with vocational teachers in building and construction, electrical and computer engineering, and industrial technology. Using theoretical perspectives from Bandura’s concept of "agency," Freire’s theory of critical consciousness, and O’Brien’s transformation model, the study analyzes teachers’ understanding of SD in light of educational policy frameworks, professional identity, and the demands of the vocational field.
Findings indicate that vocational teachers’ perceptions of SD vary and are influenced by personal values, structural conditions, and expectations from the labor market. While some teachers view SD as an integral part of their professional responsibility, others perceive it as a vague or externally imposed requirement. Furthermore, SD is often understood primarily in environmental and technological terms, while its social and economic dimensions receive less attention.
This study contributes to a deeper understanding of how vocational teachers navigate the tensions between educational policy objectives and the realities of their professional practice. It highlights the need for a clearer conceptual understanding and discussion of SD in the vocational education context.Bærekraftig utvikling (BU) er et sentralt tverrfaglig tema i læreplanverket LK20 og en viktig dimensjon i samfunnets grønne omstilling. Likevel finnes det begrenset forskning på hvordan yrkesfaglærere forstår og oppfatter BU i sin profesjonelle praksis. Denne studien undersøker hvordan yrkesfaglærere innen teknologiske fag tolker begrepet BU og hvilke oppfatninger som kommer til uttrykk i deres refleksjoner om egen yrkesutøvelse.
Studien er basert på kvalitative intervjuer med yrkesfaglærere innen bygg- og anleggsteknikk, elektro- og datateknologi samt teknologi og industrifag. Ved hjelp av teoretiske perspektiver fra Banduras begrep om "agency", Freires teori om kritisk bevissthet og O’Briens transformasjonsmodell analyseres lærernes forståelse av BU i lys av utdanningspolitiske føringer, profesjonsidentitet og praksisfeltets krav.
Funnene viser at yrkesfaglærernes oppfatninger av BU varierer og påvirkes av både personlige verdier, strukturelle rammer og arbeidslivets forventninger. Mens enkelte lærere ser BU som en sentral del av sitt faglige ansvar, opplever andre det som et diffust eller eksternt krav. Det kommer også frem at BU ofte forstås i en miljømessig og teknologisk kontekst, mens de sosiale og økonomiske dimensjonene får mindre oppmerksomhet.
Studien bidrar til økt innsikt i hvordan yrkesfaglærere navigerer mellom utdanningspolitiske mål og praksisfeltets realiteter, og peker på behovet for en tydeligere begrepsforståelse og diskusjon om BU i yrkesfaglig kontekst
Teacher perceptions of digital life skills in upper secondary school: Digital detox, footprints and responsibility
No full textThe introduction of a new curricular reform in 2020 led to life skills becoming a widely discussed topic in Norway. Other commonly debated topics are young people’s technology use and time spent online. Their lives seem intricately dependent on technology and social media, which highlights a need to address societal pressures, including mental health, exclusion and online risks in their education. Given these developments, it has become important to further examine digital life skills to address the juxtaposition between digital technologies and life skills in young people’s lives to capture these challenges and understand how they are addressed in school. This study aims to enrich existing research by examining the concept of digital life skills and contributing to the conceptualisation of this concept through teachers’ perspectives in Norway. We interviewed 13 upper secondary school teachers from general and vocational study programmes to capture their views on the concept of digital life skills in two school subjects. Our findings indicate that the teachers relate to digital life skills and consider them important. The teachers connect digital life skills to three themes we have labelled digital detox, digital footprints and digital responsibility. This study presents pedagogical and didactical implications of teachers’ perceptions and integration of digital life skills into their instructional practices. Furthermore, the findings provide valuable insights for policymakers and school leaders, enhancing their understanding of how upper secondary teachers in English and social science in Norway conceptualise digital life skills
Deep learning in the primary school English classroom in Norway
No full textDeep learning or deeper learning plays an important role in curricula and educational policies, including the most recent curriculum in Norway. Nonetheless, there is scant research on how teachers perceive and work with deep learning in lower levels of education. This study is part of a longitudinal research study, “Evaluering av fagfornyelsen” (2021-2025), evaluating the implementation of the Norwegian curriculum in four subjects. This article explores nine English teachers’ conceptualizations and practices of deep learning at four primary schools in Norway. Interviews and classroom observations were used to collect data from the same teachers in two consecutive years. The findings indicate that English teachers succeed to some extent in realizing their conceptualizations of deep learning in actual classroom practices, realized through interdisciplinary themes, formative assessment, and multilingual practices. Furthermore, the teachers’ understandings of deep learning are mostly in line with educational scholars’ definitions of deep learning. The findings from this study are relevant for teachers, policymakers and teacher educators in providing knowledge about English teachers’ conceptualizations and practices of deep learning. We call for similar studies in other school subjects across educational levels and national contexts
How Do Teachers Use Digital Technology When They Engage Students in Mathematical Inquiry?
No full textThis paper addresses how digital technology is used during mathematical inquiry in Norwegian secondary school following the implementation of a new national curriculum in 2020. The curriculum emphasizes inquiry-based learning, while digital technology is widely available and frequently used in Norwegian education. We analyzed 95 video-recorded lessons, subdivided into 343 fifteen-minute segments, using observation instruments that capture both digital technology use and inquiry. The results were that segments featuring advanced use of digital technology were more likely to feature mathematical inquiry. During mathematical inquiry, dynamic geometry software and spreadsheets were the most used digital technologies, while computer algebra systems and programming environments were the least used. We also conducted a qualitative analysis of the functions that digital technology had for mathematical inquiry. On the one hand, digital technology enabled mathematical inquiry by efficiently drawing graphs, either by saving labor or by enabling visual reasoning before formal learning. On the other hand, digital technology sometimes shifted mathematical inquiry towards computational approaches and use of software features. These findings highlight both the potential and limitations of digital technology during mathematical inquiry, cautioning against overly simplistic views of their impact
Comparing Teacher Attitudes Toward Early Grade Reading Reform in Northern and Central Uganda
No full textDonors and policymakers across many countries are currently focused on improving early grade literacy outcomes through structured pedagogy reforms. This paper asks how teachers in three primary schools in two different linguistic settings of Uganda (Luganda and Acholi) perceive and enact early grade reading reforms. Through interviews and classroom observations conducted from October 2022 to March 2023, the paper finds that teachers value and see the benefit of new reading instruction pedagogies and materials, but also identify key misalignments between curricular designs and their classroom and community realities, particularly in the areas of language standardization and examinations. To sustain new reading pedagogies, interventions must account for the cultural politics of pedagogy that shape teachers’ working conditions and decision-making