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Healthcare Professionals’ Identification of, and Solutions to, Health Problems for Hard to Reach Patients with Diabetes
Full text linkThis article examines how healthcare professionals understand children with type 1 diabetes and their families, and how they consider them hard to reach. Based on observations and analysis of healthcare professionals’ case conferences, the article finds that families’ lack of compliance with professional recommendations is explained by parental lack of resources, ability, willingness, and complex social and personal problems of the family members. To find solutions to these diabetes management problems, the professionals integrate and synthesize knowledge based on experience, judgment, and practical skills. They also recognize organizational limitations of the healthcare system and, consequently, dependency on other organizations with other functions and knowledge. The article contributes to new knowledge about how organizations and professionals try to address and solve problems of health inequality in practice. A major finding is that the capacity to address individual health literacy depends just as much on organizational health literacy
The Role of Design Education in Designers’ Pursuit of Entrepreneurial Opportunities
Full text linkThis 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
Yrkesfaglærerutdanning: Læring i hjertet av arbeidslivet
No full textThis study examines how relocating a one-year full-time practical pedagogical education programme (PPU-Y) for vocational student teachers to a local upper secondary school impacts students’ readiness for the teaching profession. A development project was initiated to move campus-based theoretical teaching to an upper secondary school, with the aim to reduce this gap and offering more authentic, experience-based learning. Using a qualitative pilot design, data were collected through focus group interviews with seven student teachers. The findings suggest that early presence in the practice field reduced practicum shock, supported the students\u27 professional development, and deepened their understanding of teachers’ daily work. The school functioned as a boundary object, fostering integration between theory and practice, with teacher educators acting as boundary workers. Moreover, the school setting created a ‘third space’ that enabled informal learning and professional socialisation, allowing student teachers to connect theoretical knowledge with everyday teaching practices. This study concludes that such an organisational approach may enhance the relevance and coherence of vocational teacher education by bridging institutional and practical learning contexts.Denne studien undersøker hvordan flytting av et ettårig fulltids praktisk-pedagogisk utdanningsprogram for yrkesfag (PPU-Y) til en lokal videregående skole påvirker studentenes forberedelser til læreryrket. Studien adresserer kritikken av det vedvarende gapet mellom teori og praksis i lærerutdanningen. Et utviklingsprosjekt ble igangsatt for å flytte teoretisk undervisning fra campus til en videregående skole, med mål om å redusere dette gapet og tilby mer autentisk, erfaringsbasert læring. Ved bruk av et kvalitativt pilotdesign ble data samlet inn gjennom fokusgruppeintervjuer med syv lærerstudenter. Funnene tyder på at tidlig tilstedeværelse i praksisfeltet reduserte praksissjokk, støttet profesjonell utvikling, og utdypet forståelsen av læreres daglige arbeid. Skolen fungerte som et grensobjekt som fremmet integrasjonen mellom teori og praksis, med lærerutdannere som grensearbeidere. I tillegg skapte skolemiljøet et ‘tredje rom’ som muliggjorde uformell læring og profesjonell sosialisering, og ga lærerstudenter muligheten til å koble teoretisk kunnskap med daglig undervisningspraksis. Studien konkluderer med at en slik organisatorisk tilnærming kan øke relevansen og sammenhengen i yrkesfaglærerutdanningen, ved å bygge bro mellom institusjonelle og praktiske læringskontekster
Teacher perceptions of digital life skills in upper secondary school: Digital detox, footprints and responsibility
Full text linkThe 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
Comparing Teacher Attitudes Toward Early Grade Reading Reform in Northern and Central Uganda
Full text linkDonors 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
En kartleggingsstudie av livsmestringsundervisning i en internasjonal kontekst og implikasjoner for fagene norsk, engelsk og fremmedspråk
Full text linkPublic 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
Ti år med Ludt og Lillebror: Poetiske skriveprosesser i forskning, undervisning og kunstnerisk virke
Full text linkThis text addresses poetic writing within the author’s own a/r/tographic practice. It explores the distinctive features characterising the author’s poetic writing over the past decade, encompassing research, teaching, and artistic work. The poetic writings processes studied are quite varied, and expressions range from song lyrics with end rhymes to loose verbal sketches employing poetic devices. The presentation unfolds in a narrative form wherein the texts are primarily examined through the lens of a/r/tographic theory and research. The poetic processes/features that stand out in particular include capturing impulses (and thereby articulating the vague); sharpening focus (and thereby accepting slow pace and high sensitivity); clearing up (while simultaneously creating patterns and meaning); and playing (thus also involving the use of humor and surprises). These aspects are discussed in relation to living as an a/r/tographer, demonstrating that poetic writing processes can be fruitful in most phases of a research project and can be linked to the artist, the researcher, as well as the educator. Furthermore, the poetic sketches affirm the interstice as well as the intertwining between the personal and the professional, and between the individual and the social—both aspects important in a/r/tography.
Photo: Torill Vist(Mel. Lillebrors vise):Denne artikkelen ønsker blia/r/tografiom poesi,utforske særtrekk som dikting fårhos én a/r/tograf gjennom år.Funnene handler om sakte fart,om lek og impulser og rydding i takt.Håpet er å bidra med no’ nytt til det vi vet,selv om forfatter Torill er en amatørpoet.
(Denne teksten tar for seg poetiske skriveprosesser i eget a/r/tografisk arbeid, og utforsker hvilke særtrekk som har vært framtredende i forfatterens poetiske skriveprosesser det siste tiåret med forskning, undervisning og kunstnerisk virke. De poetiske skriveprosessene har vært ganske ulike, og uttrykkene strekker seg fra sangtekster med enderim til løse, verbale skisser som bruker poetiske virkemidler. Materialet ses primært i lys av a/r/tografisk teori og forskning, og framskrivingen skjer i en narrativ form. De poetiske prosessene eller særtrekkene som trer særlig fram er å gripe impulser (og med det artikulere det vage), å stille skarpere (og med det godta sakte fart og høy sensitivitet), å rydde (og samtidig lage mønstre, skape mening) og å leke (og med det også bruk av humor og overraskelser). Disse drøftes opp mot virket som a/r/tograf, og viser at poetiske skriveprosesser kan være fruktbare i de fleste fasene av et forskningsprosjekt og knyttes opp mot både kunstner-, forsker- og pedagogrollen. Videre bekrefter de poetiske skissene mellomrommet så vel som sammenfiltringen mellom det personlige og det profesjonelle, og mellom det individuelle og det sosiale – begge aspektene viktige i a/r/tografien.)
Foto: Torill Vist
En a/r/tograf krysser sine spor: Om utforsking, oppdagelse og gjenkjennelse i musikalske møter med den kunstbaserte forskningsmetodologien a/r/tografi
Full text linkThis essay invites readers to engage with the intersections of art, research, and teaching. It encourages exploration of how these elements can enrich both personal and professional life. This study is based on the author’s concert lecture in 2016, featuring the music of Harald Sæverud, viewed through an a/r/tographic lens. The text spans a period of more than fifty years, beginning with the enthusiasm of a twelve-year-old for Sæverud’s music. It then moves through letter writing, personal visits, concerts, and studies of his compositions. The author reflects on these encounters. Personal stories, correspondence, audio samples, and images are intricately woven together to bridge past experiences with present insights. This approach explores the intersections between the a/r/tographer’s various roles.
A/r/tography challenges the author to investigate the dynamic interplay among these identities. It offers a reflective journey through previous engagements with Sæverud’s music and their influence on the author’s artistic and pedagogical practices. The author also embraces the concept of “living as an a/r/tographer,” emphasizing the significance of the spaces between roles and the potential for creative exploration.
The essay raises questions about arts-based research and the importance of personal experience in scholarly research. It also considers the role that stories and memories play in shaping understanding. The essay draws on traditions of autoethnography as a means of reflecting on how personal history and artistic practice contribute to a broader discourse within arts-based research.
Photo: Siri HaukenesDette essayet tar utgangspunkt i forfatterens konsertkåseri i 2016 med musikk av Harald Sæverud, sett gjennom en a/r/tografisk linse. Teksten spenner over et tidsrom på mer enn 50 år, fra en 12-årings begeistring over Sæveruds musikk, til brevskriving, personlige besøk, konserter og studier av hans musikk. Forfatteren reflekterer over disse møtepunktene, og i en multimodal form veves personlige fortellinger, brev, lydeksempler og bilder sammen for å koble tidligere erfaringer med nåtidig innsikt og utforske skjæringspunktene mellom a/r/tografens ulike roller.
A/r/tografien utfordrer henne til å utforske det dynamiske samspillet mellom disse identitetene, og tilbyr en reflekterende reise gjennom tidligere møter med Sæveruds musikk og deres innvirkning på forfatterens kunstneriske og pedagogiske praksiser. Hun tar også til seg ideen om å «leve som en a/r/tographer», og understreker viktigheten av mellomrommene mellom rollene og potensialet for kreativ utforskning. Essayet stiller spørsmål om kunstnerisk utviklingsarbeid, betydningen av personlige erfaringer i vitenskapelig arbeid, og rollen som fortellinger og minner har for å forme forståelse. Autoetnografien trekkes også inn for refleksjon over hvordan personlig historie og kunstnerisk praksis bidrar til en bredere diskurs i kunstbasert forskning. Essayet inviterer leserne til å engasjere seg i skjæringspunktene mellom kunst, forskning og undervisning, og utforske hvordan disse elementene kan berike både personlig og profesjonelt liv.
Foto: Siri Haukene
Crafts and learning – as seen through Embodied cognition
Full text linkThis article aims to provide insight in the research area of embodied cognition and shows how it can emphasize how we understand the skills taught in sloyd education and thus create new arguments for the didactic relevance of sloyd. This is relevant since the practical competence in the Danish public school has diminished over the past 20 years, on behalf of an increasingly theoretical public school. We need strong scientific arguments for the maintenance and further development of craft as a school subject. The article is a theoretical contribution without practitioner empirical parts, and the method used is a review of embodied cognition research, put in perspective to the author´s experience with sloyd education and general woodworking. As such, it should be read as an essay. Embodied cognition differs from traditional brain research, in the understanding that the brain is plastic: cognition is shaped by the brain being embodied in our body, embedded in our surroundings, extended through tools, and enactive through the necessity of human movement. The fundamental structures of wood and tools are highly functionally coded. Therefore, techniques and working methods in sloyd are taught, learned, and stored through repetitive practice and training, corresponding to the design of the tools and materials. At the same time, the way our brain governs our actions with the tools, is highly dependent on the surroundings in which we learn. The background and prerequisites for embodied cognition as a research field are pointed out, explaining why the neurological hierarchy of amodal thinking demands that tools and techniques in sloyd must be gradually introduced and learned, so the pupils can use them in the best conceivable way in a free, creative design processes. Simultaneously, our modal perceptual impulses in the neural network are inextricably connected to our body’s earlier experiences. This perspective review shows that hierarchy of amodal and modal learning processes in sloyd is extremely dependent one another. Therefore, the teacher must take into consideration that every time we introduce a tool or technique to a student or pupil, we consider, and take notice of, the impact of the corporeal learning environment. Further research in the field of sloyd, as seen through embodied cognition, can contribute to understand the importance and necessity of a thorough and precise introduction of tools and materials to pupils in the public school.
Keywords: Sloyd, Embodied Cognition, Craft and Design, Brain plasticity, Practical Competence.This article aims to provide insight in the research area of embodied cognition and shows how it can emphasize how we understand the skills taught in sloyd education and thus create new arguments for the didactic relevance of sloyd. This is relevant since the practical competence in the Danish public school has diminished over the past 20 years, on behalf of an increasingly theoretical public school. We need strong scientific arguments for the maintenance and further development of craft as a school subject. The article is a theoretical contribution without practitioner empirical parts, and the method used is a review of embodied cognition research, put in perspective to the author´s experience with sloyd education and general woodworking. As such, it should be read as an essay. Embodied cognition differs from traditional brain research, in the understanding that the brain is plastic: cognition is shaped by the brain being embodied in our body, embedded in our surroundings, extended through tools, and enactive through the necessity of human movement. The fundamental structures of wood and tools are highly functionally coded. Therefore, techniques and working methods in sloyd are taught, learned, and stored through repetitive practice and training, corresponding to the design of the tools and materials. At the same time, the way our brain governs our actions with the tools, is highly dependent on the surroundings in which we learn. The background and prerequisites for embodied cognition as a research field are pointed out, explaining why the neurological hierarchy of amodal thinking demands that tools and techniques in sloyd must be gradually introduced and learned, so the pupils can use them in the best conceivable way in a free, creative design processes. Simultaneously, our modal perceptual impulses in the neural network are inextricably connected to our body’s earlier experiences. This perspective review shows that hierarchy of amodal and modal learning processes in sloyd is extremely dependent one another. Therefore, the teacher must take into consideration that every time we introduce a tool or technique to a student or pupil, we consider, and take notice of, the impact of the corporeal learning environment. Further research in the field of sloyd, as seen through embodied cognition, can contribute to understand the importance and necessity of a thorough and precise introduction of tools and materials to pupils in the public school.
Keywords: Sloyd, Embodied Cognition, Craft and Design, Brain plasticity, Practical Competence
Kontextualiserad yrkesdidaktik: Perspektiv och tillvägagångssätt
No full textSyftet med detta temanummer, som inkluderar 16 artiklar med forskning från Sverige, Norge, Danmark och Finland, är att fördjupa och klargöra förståelsen av kontextbaserad yrkesdidaktik, som ständigt utvecklas med samhällsförändringar och teknologiska framsteg. Artiklarna behandlar olika aspekter av yrkesdidaktik, inklusive stöd för elever med särskilda behov, digitaliseringens roll och samarbetet mellan skola och arbetsliv. Temanumret betonar vikten av att anpassa undervisningen till en föränderlig arbetsmarknad och utbildningssystem, samt att förbereda eleverna för både yrkeslivet och som demokratiska medborgare.The aim of this special issue, which includes 16 articles featuring research from Sweden, Norway, Denmark, and Finland, is to deepen and clarify the understanding of context-based vocational didactics, which continuously evolves with societal changes and technological advancements. The articles address various aspects of vocational didactics, including support for students with special needs, the role of digitalisation, and the collaboration between school and working life. This special issue emphasises the importance of adapting teaching to a changing labour market and education system, as well as preparing students for both professional life and as democratic citizens.Syftet med detta temanummer, som inkluderar 16 artiklar med forskning från Sverige, Norge, Danmark och Finland, är att fördjupa och klargöra förståelsen av kontextbaserad yrkesdidaktik, som ständigt utvecklas med samhällsförändringar och teknologiska framsteg. Artiklarna behandlar olika aspekter av yrkesdidaktik, inklusive stöd för elever med särskilda behov, digitaliseringens roll och samarbetet mellan skola och arbetsliv. Temanumret betonar vikten av att anpassa undervisningen till en föränderlig arbetsmarknad och utbildningssystem, samt att förbereda eleverna för både yrkeslivet och som demokratiska medborgare.Syftet med detta temanummer, som inkluderar 16 artiklar med forskning från Sverige, Norge, Danmark och Finland, är att fördjupa och klargöra förståelsen av kontextbaserad yrkesdidaktik, som ständigt utvecklas med samhällsförändringar och teknologiska framsteg. Artiklarna behandlar olika aspekter av yrkesdidaktik, inklusive stöd för elever med särskilda behov, digitaliseringens roll och samarbetet mellan skola och arbetsliv. Temanumret betonar vikten av att anpassa undervisningen till en föränderlig arbetsmarknad och utbildningssystem, samt att förbereda eleverna för både yrkeslivet och som demokratiska medborgare