Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Mål- og resultatstyring og tillitsbasert styring: Ulike alternativer eller kunstige motsetninger?
No full textForvaltningspolitikk har i økende grad kommet på dagsorden. Særlig diskuteres behovet for å erstatte mål- og resultatstyring med tillitsbasert styring. I denne artikkelen argumenteres det for at motsetningen mellom mål- og resultatstyring og tillitsbasert styring er kunstig og at tillitsbasert styring er fullt forenelig med mål- og resultatstyring. Heller enn å diskutere mål- og resultatstyring og tillitsbasert styring som ulike dikotomier bør vi studere hvordan behovet for politisk kontroll og faglig autonomi og handlingsrom kan og bør balanseres i utøvelsen av mål- og resultatstyring. Artikkelen viser hvordan ulike teoretiske tilnærminger til styring, samt forskning på etatsstyring i Norge, kan brukes for å forstå ulik praktisering av mål- og resultatstyring. Slik får en et mer nyansert bilde av, og økt bevissthet om, hvordan offentlig styring gjennom mål- og resultatstyring kan utøves
Minnen av olika material och olika tillvägagångssätt: Slöjd på fritidshemmet
No full textDenna essä är en fallstudie som riktar uppmärksamheten mot en ung vuxen, Erik, och hans erfarenheter, minnen, berättelse och föremål från det som kallades för slöjd i olika material på ett fritidshem. Samtidigt är det en didaktisk studie då den i korthet också berör hur blivande lärare i slöjd tolkar barns artefakter. Eriks berättelser om föremålen som gjorts i olika tekniker och olika material med mer eller mindre stöd av vuxna ger en bild av det som kallades slöjd på fritidshemmet. Essän bidrar för det första, utifrån samtalen med Erik om hans artefakter, med insikter om hur materiella förutsättningar och didaktisk inramning påverkar både vad som görs och hur det görs. Den bidrar för det andra, utifrån samtal med blivande lärare i slöjd, också med insikter om hur vuxna riskerar att missuppfatta barns artefakter utifrån föreställningar om en sammanhållen gestaltning bortom materiella förutsättningar och didaktisk inramning.Denna essä är en fallstudie som riktar uppmärksamheten mot en ung vuxen, Erik, och hans erfarenheter, minnen, berättelse och föremål från det som kallades för slöjd i olika material på ett fritidshem. Samtidigt är det en didaktisk studie då den i korthet också berör hur blivande lärare i slöjd tolkar barns artefakter. Eriks berättelser om föremålen som gjorts i olika tekniker och olika material med mer eller mindre stöd av vuxna ger en bild av det som kallades slöjd på fritidshemmet. Essän bidrar för det första, utifrån samtalen med Erik om hans artefakter, med insikter om hur materiella förutsättningar och didaktisk inramning påverkar både vad som görs och hur det görs. Den bidrar för det andra, utifrån samtal med blivande lärare i slöjd, också med insikter om hur vuxna riskerar att missuppfatta barns artefakter utifrån föreställningar om en sammanhållen gestaltning bortom materiella förutsättningar och didaktisk inramning
Slöjd, bildning och profession
No full textSyftet med denna essä är att diskutera den pedagogiska slöjden i ett bildningsperspektiv. Det sker genom att belysa hur skolslöjden under perioden 1880–1920 formades i spänningsfältet mellan samhällets behov av hantverksutbildning och skolans behov av att använda slöjd som ett pedagogiskt verktyg. Under dessa år diskuterades slöjden ofta i ett bildningsperspektiv även om bildningsbegreppet inte alltid skrevs fram. I texten behandlas olika idéer hämtade från några av de viktigare slöjddebattörerna i Norden. Avslutningsvis diskuteras hur argument från den tidiga debatten om skolslöjden ibland återspeglas i senare tiders debatt om slöjdämnet. I kapitlet används bland annat begreppen bildning, utbildning, halvbildning, hantverksskicklighet, händighet och profession.Syftet med denna essä är att diskutera den pedagogiska slöjden i ett bildningsperspektiv. Det sker genom att belysa hur skolslöjden under perioden 1880–1920 formades i spänningsfältet mellan samhällets behov av hantverksutbildning och skolans behov av att använda slöjd som ett pedagogiskt verktyg. Under dessa år diskuterades slöjden ofta i ett bildningsperspektiv även om bildningsbegreppet inte alltid skrevs fram. I texten behandlas olika idéer hämtade från några av de viktigare slöjddebattörerna i Norden. Avslutningsvis diskuteras hur argument från den tidiga debatten om skolslöjden ibland återspeglas i senare tiders debatt om slöjdämnet. I kapitlet används bland annat begreppen bildning, utbildning, halvbildning, hantverksskicklighet, händighet och profession
"Det ekstra laget" – for en helhetlig undervisning: Observasjonstegning og forestillingstegning i skolen – hva står på spill
No full textThe article explores how Art and crafts teachers in lower secondary school teach in order to provide students with experience of observational and representational drawing. The study is a qualitative case study based on observations, interviews with teachers and the study of student assignments. The study is based on Tyler’s (1949) theory of learning experience, and Eisner’s (1979) theory of learning outcomes provides the basis for analysis of the teaching of drawing. The results show that teachers planned for students to experience a combination of observational drawing and representational drawing, with learning experiences characterized by continuity, order and integration (Tyler, 1949). Although teachers do not perceive that the curriculum in Art and crafts in LK06 emphasises representational drawing in competence objective at secondary level, they facilitate an open learning outcome. They do this on the basis that they see the value of the students\u27 imagination, fantasy and creativity, where the students can experience the unforeseen in working with drawing in addition to predefined goals.Artikkelen belyser hvordan lærere i ungdomsskolen underviser for å gi elevene erfaring med observasjonstegning og forestillingstegning i Kunst og håndverk. Studien er en kvalitativ casestudie som bygger på observasjoner, intervjuer med lærere og studie av elevoppgaver. Studien bygger på Tyler (1949) sin teori om læringserfaring, og Eisner (1979) sin teori om læringsutbytte ligger til grunn for analyse av tegneundervisningen. Resultatene viser at lærerne planla for at elevene skulle få oppleve en kombinasjon av observasjonstegning og forestillingstegning, med læringserfaringer preget av kontinuitet, rekkefølge og integrasjon (Tyler, 1949). Selv om lærerne ikke oppfatter at læreplanen i Kunst og håndverk i LK06 vektlegger forestillingstegning i kompetansemål på ungdomstrinnet, legger de til rette for et åpent læringsutbytte. Dette gjør de med bakgrunn i at de ser verdien av elevenes forestillingsevne, fantasi og kreativitet, der elevene kan erfare det uforutsette i arbeid med tegning i tillegg til forhåndsdefinerte mål
Teachers’ Attitudes to Teaching Introductory Solid Mechanics in Upper Secondary School
No full textIn upper secondary school in Sweden, the students in the technology programme take an introductory course that aims at providing a broad introduction to the engineering field. The course’s curriculum is open to various interpretations and solid mechanics is not included explicitly, but it is taught within the course by many teachers. Previous studies of teachers’ attitudes towards other subjects showed that confidence is commonly influenced by subject knowledge. Thereby teachers’ knowledge affects their teaching and their students’ learning opportunities. The present study was based on interviews with 13 technology teachers, teaching in upper secondary school. The interviews concerned their attitudes towards teaching introductory solid mechanics and included those who taught solid mechanics, and those who did not. Those who taught solid mechanics did so through personal choice, because of influence from colleagues and local traditions, or because they took it for granted. Many among them expressed interest in solid mechanics and thought it to be of importance for future engineers. They had high self-efficacy and low anxiety regarding the subject. Those who did not teach solid mechanics omitted it mainly because of an experienced lack of knowledge. They let their students develop problem-solving and calculation abilities within other areas, which the teachers themselves felt more confident in. They ranked the importance of solid mechanics for future engineers as medium or low. The study indicates that technology teachers’ attitudes towards various engineering disciplines may affect their teaching and that studying those attitudes is important to understand the enacted school subjects.In upper secondary school in Sweden, the students in the technology programme take an introductory course that aims at providing a broad introduction to the engineering field. The course’s curriculum is open to various interpretations and solid mechanics is not included explicitly, but it is taught within the course by many teachers. Previous studies of teachers’ attitudes towards other subjects showed that confidence is commonly influenced by subject knowledge. Thereby teachers’ knowledge affects their teaching and their students’ learning opportunities. The present study was based on interviews with 13 technology teachers, teaching in upper secondary school. The interviews concerned their attitudes towards teaching introductory solid mechanics and included those who taught solid mechanics, and those who did not. Those who taught solid mechanics did so through personal choice, because of influence from colleagues and local traditions, or because they took it for granted. Many among them expressed interest in solid mechanics and thought it to be of importance for future engineers. They had high self-efficacy and low anxiety regarding the subject. Those who did not teach solid mechanics omitted it mainly because of an experienced lack of knowledge. They let their students develop problem-solving and calculation abilities within other areas, which the teachers themselves felt more confident in. They ranked the importance of solid mechanics for future engineers as medium or low. The study indicates that technology teachers’ attitudes towards various engineering disciplines may affect their teaching and that studying those attitudes is important to understand the enacted school subjects
Safety Culture in Craft, Design and Technology Workshops: An Analysis of Safety Documents in Teacher Education
No full textThe teaching and learning of craft, design and technology (CDT) subject is carried out in materially and technologically rich learning and working environments. The importance and role of safety culture in experiential learning in CDT education is essential for all members of an educational organization to endorse. The safety culture of workshops should include inspection and maintenance of facilities, monitoring safety incidents and safety training as part of occupational safety to avoid near-misses, accidents and injuries. The aim of this study is to consider the safety culture of the learning and working environments of CDT education based on written safety documents (N = 3) in order to generate a better understanding of safety culture. The study question is: What categories and subcategories of safety culture can be recognised in CDT education learning and working environments in teacher education? The study was based on data from three safety and security documents: University Campus Rescue Plan, Safety Management Document in CDT Education and External Safety Audit Report of CDT Education. The data were gathered from these documents and categorized according to the Edusafe model’s main categories: preparedness and prevention, incident management, recovery and safety management. The data were further divided into ten subcategories, and the final results were formed on this basis. The results reveal that, in general, safety issues are well identified, and many key measures are documented thoroughly. However, at the same time, recovery isn’t considered at all. It seems that the safety culture of CDT education needs reconsideration: What are the roles and procedures of recovery
Section III, Introduction
No full text
Methods and Agendas in Technology Education
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Methods and Agendas in Technology Education
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Section IV, Introduction
No full text
Methods and Agendas in Technology Education
Click on the "pdf" button to open and readthe introduction to this section.
Methods and Agendas in Technology Education
Click on the "pdf" button to open and readthe introduction to this section
Crafting Ceramics through the Use of Virtual Reality
No full textThis paper reflects ongoing research about how new technology creates new possibilities within crafting and how it can build on traditional techniques within the field of ceramics. The research explores how virtual reality (VR), using Oculus Rift and 3D-printing in clay is suitable to link to the process of throwing vessels within ceramic crafts. The quality of the crafted objects in question is based on the ability of the presented technique to combine throwing and pattern-making as an integrated process while building up the thrown object, here named virtual pattern-throwing. Furthermore, it is argued that this use of VR for throwing makes it possible to recall a hands-on experience and thus weave the quality of the traditional craftsmanship with the virtual within the process of making vessels.This paper reflects ongoing research about how new technology creates new possibilities within crafting and how it can build on traditional techniques within the field of ceramics. The research explores how virtual reality (VR), using Oculus Rift and 3D-printing in clay is suitable to link to the process of throwing vessels within ceramic crafts. The quality of the crafted objects in question is based on the ability of the presented technique to combine throwing and pattern-making as an integrated process while building up the thrown object, here named virtual pattern-throwing. Furthermore, it is argued that this use of VR for throwing makes it possible to recall a hands-on experience and thus weave the quality of the traditional craftsmanship with the virtual within the process of making vessels.
Crafting Collections between Vernacular and Institutional Practice
No full textThis paper is based on ethnographic fieldwork and applies theories of crafting and performance to explore how living heritage practices are rethought, reframed, and refashioned when traditional dress and individual garments are moved, reorganized, and transformed into a collection following rationales derived from both family tradition and museum standards. By following one woman’s emerging collections, the study sheds light on ways of materializing relationships and shaping curatorial agency through acts of crafting. The study aims to show how deeper understanding of vernacular crafting of collections may inform institutional curatorial practice and heritage-making.
This paper is based on ethnographic fieldwork and applies theories of crafting and performance to explore how living heritage practices are rethought, reframed, and refashioned when traditional dress and individual garments are moved, reorganized, and transformed into a collection following rationales derived from both family tradition and museum standards. By following one woman’s emerging collections, the study sheds light on ways of materializing relationships and shaping curatorial agency through acts of crafting. The study aims to show how deeper understanding of vernacular crafting of collections may inform institutional curatorial practice and heritage-making.