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Fortellerens kroppslige erfaring: A/r/tografisk praksis i lærerutdanningen
Full text linkThrough an a/r/tographic approach, this article aims to articulate bodily experiences derived from storytelling practices in Early Childhood Education and school settings, and to explore how these experiences influence and expand the understanding of teaching practices within teacher education. The article links an a/r/tographic approach to a body phenomenological perspective. This methodology acknowledges bodily and personal experiences as processes that are continuously interacting with their surroundings and the world, through the dynamics of touching and being touched. The material consists of the a/r/tographer\u27s bodily experiences, organized from three positions related to proximity and distance: 1) Balanced, 2) Close, and 3) Distanced. Central to the discussion are reflections on the potential interactions that emerge between the storyteller and the child, and in novel ways between the teacher and the students. This approach seeks to contribute to broadening perspectives on teacher educators\u27 practices and to enhance and nuance the interaction between teacher educators and students, proposing three possible positions for proximity and distance.
Photo: Ingvild Olsen OlaussenGjennom en a/r/tografisk tilnærming har denne artikkelen til hensikt å artikulere kroppslige erfaringer fra en fortellerpraksis i barnehage og skole, og utforske hvordan disse erfaringene påvirker og utvider forståelsen av undervisningspraksis innen lærerutdanning. I artikkelen settes den a/r/tografiske tilnærmingen i dialog med et kroppsfenomenologisk perspektiv. Metodologien anerkjenner kroppslige og personlige erfaringer som prosesser som kontinuerlig samhandler med omgivelsene og verden, gjennom dynamikken av å berøre og bli berørt. Materialet består av a/r/tografens kroppslige erfaringer, organisert fra tre posisjoner relatert til nærhet og distanse: 1) Balansert, 2) Tett på, og 3) Distansert. Sentralt i diskusjonen er refleksjoner over de potensielle interaksjonene som oppstår mellom fortelleren og barnet, og på nye måter mellom underviseren og studentene. Med denne tilnærmingen søker jeg å bidra til å utvide perspektivene på lærerutdanneres praksis og å utvide og nyansere samspillet mellom lærerutdannere og studenter, ved å foreslå tre mulige posisjoner av nærhet og distanse.
Foto: Ingvild Olsen Olausse
Learning challenge accepted – or not? Designing T-shirts or demanding personalized garments
Full text linkThis research studies garment design and production as an integrated learning assignment. In this type of setting, students face – often implicit – design constraints arising from the production phase: time, cost and material resources, but also students\u27 knowledge and skills related to processes, tools, technical structures and technologies. The qualitative data analysis revealed that skill level did not dictate the level of learning challenge undertaken, and that not all novices\u27 work remained limited to simple designs and structures. We discuss tailoring pedagogical practices according to students\u27 needs by balancing familiarity with the challenge and the possibilities of circumstance-based design. We also suggest that, together with students\u27 beliefs about the learnability of design creativity, all constraints should be openly discussed
The Reflectometer: A Novel Tool for Capturing the Quality of Students’ Learning Experiences in Health Care Education, and Beyond
Full text linkThis paper introduces the Reflectometer, a novel tool designed to systematically capture and assess the quality and intensity of students’ learning experiences. Grounded in theories of experiential and transformative learning, the Reflectometer enables the identification of Key Learning Moments (KLMs), including both Dislocatory Moments (DMs) and Key Memorable Events (KMEs), and supports the analysis of reflective processes such as double-loop learning. The tool combines visual and qualitative data to provide a multidimensional account of when and how learning occurs. We tested the Reflectometer in two contrasting educational contexts – radiography education and avalanche safety training – demonstrating its adaptability, utility, and capacity to reveal both expected and unexpected learning dynamics. The Reflectometer not only offers students a structured medium for reflection but also provides educators with valuable insights into students’ learning experiences, thereby enabling two-way learning. Our findings suggest that the Reflectometer provides a promising method for stimulating reflective practice and assessing the impact of pedagogical strategies across diverse learning environments
Sparse and Selective: Digital Responsibility Practices in Lower Secondary English Classrooms in Norway
Full text linkDespite broad agreement that schools should support students in becoming digitally responsible citizens, research suggests that this dimension of students’ digital competence remains underdeveloped, even in highly digitalised educational settings. Addressing this issue, the present study explored the prevalence and characteristics of digital responsibility practices in Norwegian lower secondary schools’ English classrooms. Utilising a tracing comparative logic, it examined classroom practices over time, following the same student cohorts across Grades 8 and 10 (ages 13–15). Video recordings from 63 naturally occurring English lessons and 9 teacher interviews were quantitatively and qualitatively analysed. The findings indicate that digital responsibility was the least prevalent dimension of digital competence across both grades, with teachers rarely seizing opportunities for students to gain insight into – or to reflect on – digital responsibility and seemingly de-prioritising progression across grades. Instead, digital responsibility instruction primarily occurred in response to student queries and was often overshadowed by the teaching of functional digital skills. The findings suggest the need to support English teachers in better integrating digital responsibility into classroom practices
Tillitsbasert styring og ledelse – en fot i bakken
Full text linkTrust-based management (TBM) is linked to ideas about how public activities should be organised and has increasingly come on the agenda. Over the past few years, a number of books and articles have been published dealing with TBM. In this article, a selection of the Scandinavian research on TBM is reviewed and analysed. The review shows that empirical studies of TBM do not clearly distinguish between the concepts of leadership and management, and although the interaction between leadership and management is important in TBM, there is little in the studies that shows how this interaction takes place in practice. The review also shows that the research on TBM is mainly about the prevalence and knowledge of TBM as an idea, and various links between idea and practice. The article concludes that a clarification of how the concepts of leadership and management are used in empirical studies, and a problematization of TBM as an idea, will contribute to further knowledge about trust-based management.Tillitsbasert styring og ledelse (TBSL) er knyttet til ideer om hvordan offentlig virksomhet skal organiseres, og har i stigende grad kommet på dagsorden. I løpet av de siste årene har det blitt publisert en rekke bøker og artikler som tar for seg TBSL. I denne artikkelen blir et utvalg av den Skandinaviske forskningen på TBSL gjennomgått og analysert. Gjennomgangen viser at i empiriske studier av TBSL skjelnes det ikke tydelig mellom begrepene styring og ledelse, og selv om samspillet mellom styring og ledelse er viktig i TBSL, er det lite i studiene som viser hvordan dette samspillet foregår i praksis. Gjennomgangen viser også at forskningen på TBSL hovedsakelig handler om utbredelse og kjennskap til TBSL som idé, og ulike koblinger mellom idé og praksis. Artikkelen konkluderer med at en tydeliggjøring av hvordan begrepene styring og ledelse brukes i empiriske studier, og en problematisering av TBSL som idé, vil bidra til ytterligere kunnskap om tillitsbasert styring og ledelse
Skapande arbeid i skaparverkstader: Ei studie i norsk skule sine skaparverkstader
Full text linkThis article investigates how making unfolds in makerspaces in Norwegian primary schools. The study adopts an Art and Crafts perspective and is based on qualitative data from observations and interviews. The study finds that central ideas from international maker-oriented pedagogy, such as problem-solving, collaboration, and exploration approaches, are put into practice. However, other makerspace concepts, like non-linear processes and open-ended tasks without predefined goals, prove challenging to implement, particularly in the lower grades. This is partly due to students not yet having acquired basic skills in crafts, tools, and technology. Teachers highlight the difficulty of navigating the growing number of maker-oriented learning tools offered by various actors, ranging from “objects to think with” to maker-kit with predefined tasks. This article shows that curriculum goals and content from the Art and Crafts subject, related to materials, tools, sustainability, quality, knowledge, and skills, take on unexpected content, form and meanings in the making in Norwegian school makerspace.Artikkelen undersøker, med eit kunst og handverksfagleg (KOH) blikk, korleis skapande arbeid i norske grunnskular sine skaparverkstader artar seg. Gjennom observasjonar og intervju finn me at sentrale idear innanfor internasjonal skaparorientert pedagogikk blir praktisert, som problemløysing, samarbeid og utforskande arbeidsmåtar. Andre skaparverkstads-konsept som ikkje-lineære prosessar og oppgåver utan konkrete mål viser seg utfordrande å få til, særleg i dei lågare skuletrinna m.a. sidan elevane ikkje enda innehar grunnleggande ferdigheiter i handverk, verktøy og teknologi. Lærarane held fram at det er ei krevjande øving å manøvrere i den veksande mengda løysingar for skaparorientert læring som ulike aktørar innom rørsla tilbyr, frå ‘konkretar til å tenke med’ til byggesett med rettsvar-oppgåver. Artikkelen gjer synleg at KOH-faglege læreplanmål og innhald, knytt til material- og verktøyval, berekraft, kvalitet, kunne og ferdigheiter får uventa innhald i det skapande arbeidet i skaparverkstaden
Storying As Curriculum: Critical Performance Pedagogy and Relational Identity Emergence in an Arts-Based Teacher Preparation Course
Full text linkThis project centers artistic, relational, and embodied ways of knowing (Perry & Medina, 2011) through an enacted multi-modal curriculum that critically examines conceptual, empirical, and pedagogical discourses on justice-oriented education. Critical Performative Pedagogy (CPP) (Weltsek & Medina, 2007) served as a lens for wondering about ideas of becoming, identity emergence, and acting within and upon the world to creatively and dialogically engage with what it means to teach. Storying, as a methodological approach (for example, Dennis, 2016), invites us all to imagine our own ways of seeing and acting in and upon the world in relationship with one another as the creation of intimate communal narratives. Understanding curriculum and pedagogy as a collaborative storying process created possibilities to imagine what could be through relationally inviting us all to hold what we thought we knew in tension with new opportunities to experience the world differently
Entangled Ekphrastics: Proliferating Modes of (Post) Qualitative Inquiry Through Liminality and Research-Creation
Full text linkIn this article, we articulate a research-creation process called entangled ekphrastics as an emergent response to -isms: racism, capitalism, colonialism, heteropatriarchalism, speciesism, and nationalism. Our collective gathered virtually, engaged with artwork, and co-created (entangled) poems. This research-creation process generated profound appreciation for disrupting conventions of traditional qualitative inquiry, pushing the boundaries of activism and artivism in the present moment. We wonder about how responding to the present through entangled ekphrastics moves us toward theoretical liminality, hospicing the crises of the present, and midwifing a future together
The use of tools in vocational education: Teacher-student interaction in vocational subject teaching
No full textThe article is about the various ways tools can be used in the interactions between teacher and students during workshop sessions in vocational education. Through video observations in classrooms, we investigate how tools are used as objects of learning in four technical vocational programs. The theoretical foundation of the study is the variation theory of learning. In the video-recorded lessons, situations where tools have been foregrounded in the interaction between students and teachers have been categorised in relation to the research question: In what different ways is the use of tools foregrounded as an object of learning in vocational workshop teaching? The result points to four categories about 1) finding any object to solve a task, 2) contributing to the understanding of using a specific tool for a specific task, 3) understanding the complexity of using tools to solve a task and 4) creating and recreating a tool to complete a task. Theconclusion is that there are different kinds of learning content and abilities related to tools which can be understood in the enacted vocational workshop teaching. Our study shows that tools are dynamic, created, and shaped in various contexts, and the use of tools as an object of learning often spontaneously, in different teaching situations and interactions between teachers and students. The vocational students get different opportunities to learn to use tools in different ways in here-and-now situations based on the requirements of the vocational work.Artikeln handlar om hur verktyg på olika sätt framträder som undervisningsinnehåll i yrkesämnesundervisningen. Fokus ligger på den interaktion som sker mellan lärare och elever i skolans verkstäder och workshopar inom yrkesutbildningen.Genom videodokumenterade klassrumsobservationer undersöker vi hur verktyg används som ett lärandeobjekt i samspelet mellan yrkeslärare och elever. Den teoretiska grunden för studien är variationsteorin. Detta ramverk används för att förstå det insamlade materialet av videoinspelade lektioner från fyra tekniska yrkesprogram där verktyg är i förgrunden i samspelet mellan elever och lärare kategoriserats i relation till forskningsfrågan: På vilka olika sätt framträder användning av verktyg som ett lärandeobjekt då de hamnar i förgrunden som innehåll i yrkesämnesundervisningen? Resultatet visar på fyra kategorier som handlar om att använda och förstå verktyg och objekt för att lösa uppgifter i omedelbara situationer. Kategorierna handlar om att 1) hitta och använda tillgängliga objekt, 2) förstå hur specifika verktyg används, 3) hantera komplexiteten i verktygsanvändning och 4) skapa eller modifiera verktyg för att lösa problem. Slutsatsen är att det finns olika typer av innehåll och förmågor relaterade till verktyg som används i yrkesämnesundervisningen i skolans verkstäder och workshopar. Vår studie visar att verktyg är dynamiska, skapade och formade i olika sammanhang. Användningen av verktyg som ett lärandeobjekt sker i olika undervisningssituationer och interaktioner mellan lärare och elever. Yrkeseleverna får olika möjligheter att lära sig använda dem på olika sätt i här och nu-situationer utifrån de situationer som uppstår i yrkesämnesundervisningen.Artikeln handlar om hur användning av verktyg framträder på olika sätt i samspelet mellan lärare och elever i yrkesämnesundervisningen som den sker i skolans verkstäder och workshopar inom yrkesutbildningen. Den teoretiska utgångspunkten för studien är CAVTA (Conversation Analysis and Variation Theory Approach) och analysen bygger på videoinspelade lektioner från fyra tekniska yrkesprogram: VVS- och fastighetsprogrammet, Bygg- och anläggningsprogrammet, El- och energiprogrammet, samt Hantverksprogrammet med inriktning på frisör, barberare och hår- och makeupstylist. I analysen av de videoinspelade lektionerna har situationer där verktyg är i förgrunden i samspelet mellan elever och lärare kategoriserats i relation till forskningsfrågan: På vilka olika sätt framträder användningen av verktyg som det innehåll som är i förgrunden i yrkesämnessundervisningen? Resultatet visar på fyra framträdande kategorier: 1) Hitta vilket objekt som helst för att lösa en uppgift i här och nu-situationer. 2) Bidra till förståelsen av att använda ett specifikt verktyg för en specifik uppgift i här och nu-situationer. 3) Förstå komplexiteten i att använda verktyg för att lösa en uppgift i här och nu-situationer. 4) Konstruera och rekonstruera ett verktyg för att slutföra en uppgift i här och nu-situationer där ett verktyg kan skapas eller återskapas för att lösa ett problem. Slutsatsen är att det finns olika typer av innehåll och förmågor relaterade till verktyg som framträder i yrkesämnesundervisningen i skolans verkstäder och workshopar. Yrkeseleverna får olika möjligheter att lära sig använda verktyg på olika sätt i här och nu-situationer utifrån de situationer som uppstår i yrkesämnesundervisningen
Engaged, but not actively involved: A narrative review and reflections on radiographers’ engagement in research within the clinical setting.
Full text linkAim
To contribute to the ongoing debate of radiography research, by providing an overview of radiographers’ engagement in research activities within the clinical setting. Barriers and facilitators for research engagement will be discussed.
Methods
An unstructured search for literature was conducted in MEDLINE, PUBMED and Google Scholar. Snowballing on references was further conducted. The search included papers written in English published between 2014 and august 2024.
Results
Radiographers are generally positive about research, however, their active participation in research activities in clinical settings is limited. The primary barriers to engagement in research are systemic, while facilitators are present at both personal (individual motivators) and systemic levels.
Conclusion
Enhancing radiography research is critical to ensure that radiographers work according to the principles of Evidence-based Practice, which is essential for patient safety and the provision of high-quality care. A research culture must be established within the local departments. Several strategic steps are proposed to develop a research strategy within the departments. Further research should focus on evaluating the implementation and outcomes of efforts to enhance research participation in clinical radiography