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Å lære i et simulert praksisfellesskap: Simulering som yrkesdidaktisk metode i medieproduksjon
Full text linkThe aim of the article is to gain knowledge about how simulation and supervision can be used to build professional competence. To acquire knowledge on this topic, we simulated communities of practice in media productions. The simulations have been used in teaching a bachelor\u27s program in TV production to provide students with experiences of real tasks in the media industry. The study employs an action-oriented qualitative approach. The authors are practitioner-researchers investigating their own practice. There are 10 informants in the study, and the sources of information include researcher logs, student logs, questionnaires, and qualitative interviews.The theoretical perspectives are based on theories of communities of practice, where people share a common engagement in what they are working on. One of the topics addressed is which aspects of the simulation have contributed to promoting learning. In the teaching sessions, students received guidance from an industry professional from the media sector. The supervision is linked to reflective practice, where students are given space to reflect on their performed actions. The results show that simulating a community of practice has contributed to an increased work pace and a holistic understanding of the profession. At the same time, some students experienced simulation as a distraction in the learning process. Through supervision, students had the opportunity to reflect on their professional practice with a mentor familiar with the skills and requirements of the media industry. The supervision focused on mastery techniques for handling a high work pace and provided an understanding of ergonomics. Our conclusion is that learning has transitioned from instrumental training to professional practice in a simulated context.Målet med artikkelen er å få kunnskap om hvordan simulering og veiledning kan benyttes for å bygge yrkeskompetanse. For å få kunnskap om temaet har vi simulert praksisfellesskap i medieproduksjoner. Simuleringene har blitt brukt i undervisning på en bachelor i TV-produksjon for å gi studenter opplevelsen av reelle arbeidsoppgaver i mediebransjen. Studien har en aksjonsrettet kvalitativ tilnærming. Forfatterne er praktikerforskere som forsker i egen praksis. Det er 10 informanter i studien og informasjonskildene er forskerlogger, studentlogger, spørreskjema og kvalitative intervjuer. De teoretiske perspektivene bygger på teorier om praksisfellesskapet, der
mennesker deler et felles engasjement for noe de arbeider med.
Hvilken simuleringsgjengivelse som har vært med på å fremme læring er et av temaene som også blir belyst. I undervisningen har studentene fått veiledning av en yrkesutøver fra mediebransjen. Veiledningen knyttes opp mot det reflekterende praktikum, der studentene får rom for refleksjon over handlingene som er utført. Resultatene viser at å simulere et praksisfellesskap har bidratt til økt arbeidstempo og en helhetsforståelse av hva yrket går ut på. Samtidig opplever noen studenter at simulering har gitt en distraksjon i læreprosessen. Gjennom veiledning har studentene fått reflektere over yrkesutøvelsen med en veileder som kjenner kompetansen og kravene fra mediebransjen. Veiledningen har hatt fokus på mestringsteknikker for å håndtere et høyt arbeidstempo og den har gitt forståelse for ergonomi. Vår konklusjon er at læringen har gått fra instrumentell opplæring til yrkesutøvelse i en simulert kontekst
Kan tosprogede elever være ordblinde? Problemrepræsentation af ordblindhed og tosprogede elever i dansk uddannelsespolicy
Full text linkDyslexia is the most common cause of reading and writing difficulties, yet bilingual students diagnosed with dyslexia are significantly underrepresented in Danish public schools. This article examines how knowledge about dyslexia and bilingual students is constructed and problematised in educational policies on emu.dk, using Carol Bacchi’s WPR approach (What’s the Problem Represented to Be?). The analysis reveals a clear distinction between the categories, where dyslexia is primarily understood as a neurobiological condition, while bilingual students’ reading difficulties are framed through a linguistic and deficit-oriented perspective that focuses on their Danish language proficiency and reading comprehension. This discursive separation results in bilingual students’ reading difficulties rarely being recognised as related to phonological decoding challenges or dyslexia. The article discusses the potential implications of this representation for educational practices, including challenges in detecting and supporting bilingual students with dyslexia, as well as how policies may contribute to underdiagnosis, overdiagnosis, and misdiagnosis of this student group.Dyslexia is the most common cause of reading and writing difficulties, yet bilingual students diagnosed with dyslexia are significantly underrepresented in Danish public schools. This article examines how knowledge about dyslexia and bilingual students is constructed and problematised in educational policies on emu.dk, using Carol Bacchi’s WPR approach (What’s the Problem Represented to Be?). The analysis reveals a clear distinction between the categories, where dyslexia is primarily understood as a neurobiological condition, while bilingual students’ reading difficulties are framed through a linguistic and deficit-oriented perspective that focuses on their Danish language proficiency and reading comprehension. This discursive separation results in bilingual students’ reading difficulties rarely being recognised as related to phonological decoding challenges or dyslexia. The article discusses the potential implications of this representation for educational practices, including challenges in detecting and supporting bilingual students with dyslexia, as well as how policies may contribute to underdiagnosis, overdiagnosis, and misdiagnosis of this student group
How Peer Support Enables a More Sustainable Professional Medical Role: A Qualitative Study
Full text linkPeer support services have been established in several professions to help individuals cope with challenging work and life situations. Using the medical profession as an example, we have qualitatively studied physicians’ experiences of peer support. We conducted interviews with 12 physicians shortly after they had attended peer support and 12 months later. We analysed the interviews using systematic text condensation. We then reanalysed each pair of interviews (baseline and follow-up) using Schein’s model to further deepen the analytical insights. The results show that the professional medical role can evolve. Peer support helped the individual physician to become aware of, acknowledge and adjust to how unwritten rules within the medical culture had formed a non-sustainable professional role. Peer support can facilitate changes at and outside work, as well as foster a willingness to seek treatment for self-care.
Varför ska man ens ha den? En undervisningsutvecklande studie om att skriva loggbok i slöjd
Full text linkDenna studie undersöker hur slöjdelever i årskurs 5 utvecklar sitt skrivande i loggbok med stöd av anpassningar i undervisningen, utifrån frågeställningen: Hur kan stöttning utformas för att utveckla elevers förmåga att i skrift reflektera kring sin arbetsprocess? Studien är lärardriven och praktiknära, samt använder tematisk innehållsanalys för att undersöka 34 elevers loggböcker från en tidsram om 23 lektionstillfällen under vilka den övergripande uppgiften var att brodera en utsmyckad kranieform, med inspiration från en traditionell mexikansk skelettfigur, samt sedan sy fast huvudet på en så kallad slöjdpåse, tillverkad enligt instruktion. Undersökningen bestod av tre (i-iii) steg, med en forskningsdesign som var utformad så att eleverna mötte två skilda sätt att skriva slöjdlogg; traditionellt i slutet av varje lektion utan direkt stöd i det första (i) steget och därefter betydligt mer stöttning i det andra (ii) steget. I det tredje (iii) steget undersöktes utvecklingen av elevernas skriftbruk om slöjdprocessen, med grund i en individuell skriftlig reflektion. Resultatet visar att eleverna blev bättre på att skriva slöjdlogg. Loggtexterna utvecklades generellt och blev mer innehålls- och omfångsrika. Ett centralt resultat från studien var samtidigt att beskrivningar av görande dominerade i det första (i) steget, samt att elever i alla lägen framhåller görande som det centrala i slöjden. I det tredje (iii) steget blev dock en betydligt större repertoar av beskrivningar mer frekvent, däribland om vad som hade kunnat göras annorlunda. Artikeln problematiserar och diskuterar på vilka sätt ökade kunskaper om att skriva om slöjdprocessen förhåller sig till traditionellt slöjdkunnande.
Keywords: loggbok, textilslöjd, skriftbruk, stöttning, undervisningsutvecklingDenna studie undersöker hur slöjdelever i årskurs 5 utvecklar sitt skrivande i loggbok med stöd av anpassningar i undervisningen, utifrån frågeställningen: Hur kan stöttning utformas för att utveckla elevers förmåga att i skrift reflektera kring sin arbetsprocess? Studien är lärardriven och praktiknära, samt använder tematisk innehållsanalys för att undersöka 34 elevers loggböcker från en tidsram om 23 lektionstillfällen under vilka den övergripande uppgiften var att brodera en utsmyckad kranieform, med inspiration från en traditionell mexikansk skelettfigur, samt sedan sy fast huvudet på en så kallad slöjdpåse, tillverkad enligt instruktion. Undersökningen bestod av tre (i-iii) steg, med en forskningsdesign som var utformad så att eleverna mötte två skilda sätt att skriva slöjdlogg; traditionellt i slutet av varje lektion utan direkt stöd i det första (i) steget och därefter betydligt mer stöttning i det andra (ii) steget. I det tredje (iii) steget undersöktes utvecklingen av elevernas skriftbruk om slöjdprocessen, med grund i en individuell skriftlig reflektion. Resultatet visar att eleverna blev bättre på att skriva slöjdlogg. Loggtexterna utvecklades generellt och blev mer innehålls- och omfångsrika. Ett centralt resultat från studien var samtidigt att beskrivningar av görande dominerade i det första (i) steget, samt att elever i alla lägen framhåller görande som det centrala i slöjden. I det tredje (iii) steget blev dock en betydligt större repertoar av beskrivningar mer frekvent, däribland om vad som hade kunnat göras annorlunda. Artikeln problematiserar och diskuterar på vilka sätt ökade kunskaper om att skriva om slöjdprocessen förhåller sig till traditionellt slöjdkunnande.
Keywords: loggbok, textilslöjd, skriftbruk, stöttning, undervisningsutvecklin
Lokale rammefaktorer og lærerroller på tresløydens vegne
Full text linkThis article is based on fieldwork conducted at nine primary schools in the Oslo region. The main objective of the fieldwork has been to establish a knowledge base for the development of a digital learning resource for the project "Skill Ladder for Woodworking". What should a digital learning resource offer to ensure that even more students can gain experience with woodworking in primary school? Through the analysis, profiles are created that specify the conditions at each school. The local conditions set the premises for how the teacher can perform their work – what is possible and not possible to do – and the roles teachers assume are described through the analysis.
We have encountered dedicated teachers who strive to give students the opportunity to learn woodworking despite very limited budgets, as well as teachers who have ample tools and materials but lack subject-specific expertise. The diversity in the conditions for teaching woodworking is vast, too vast. The article identifies five learning points for the development of a digital learning resource tailored for the current situation. At the same time, the study highlights the need for earmarked funds and minimum standards for conditions to provide all primary school students with professionally grounded education in woodworking.Denne artikkelen springer ut av et feltarbeid på ni grunnskoler i Osloregionen, der lærere ble intervjuet i skolens verksted for trearbeid. Feltarbeidets primæroppgave var å etablere et kunnskapsgrunnlag for utviklingen av en digital læringsressurs i prosjektet «Ferdighetstrapp for tresløyd». I denne artikkelen brukes det samme empirigrunnlaget til å undersøke hvordan lokale rammefaktorer legger premisser for lærernes yrkesutøvelse og undervisning i tresløyd. Analysen viser stor variasjon mellom skolene når det gjelder verkstedsfasiliteter, materialbudsjetter og kollegastøtte. Det som er mulig å gjøre på en skole, er umulig å gjøre på en annen skole. Lærerne har hver sine unike handlingskontekster å operere i, og de har ulik kompetanse i trearbeid. Artikkelen identifiserer ni roller som lærerne inntar som respons på handlingsrommet de lokale rammefaktorene tilbyr. Ved noen skoler er det helt marginalt at undervisning i tresløyd kan gjennomføres, og lærerne må mobilisere ekstraordinær innsats i roller som dugnadsleder eller håndverker på kommunalt sparebluss. Ved andre skoler legger rammene til rette for undervisning i tresløyd, og lærerne kan ta roller som mester og ledestjerne. Artikkelen bidrar til å belyse handlingsrommet for undervisning i tresløyd, og konkluderer med at det for store forskjeller mellom skolene. Et lokalt ansvar må følges av et nasjonalt ansvar for å skape ressurser. Etablering av retningslinjer og standarder for spesialrom, materialbudsjetter og lærerkompetanse er prekært for å sikre at alle elever kan få læringserfaringer i tresløyd i grunnskolen.
Keywords: tresløyd, rammefaktorer, lærerroller, handlingsrom
A Comparative Look at Advanced and Enhanced Clinical Radiography Practices in the UK and Denmark: - a discussion paper
Full text linkRadiography practice has evolved significantly in both the United Kingdom (UK) and Denmark during the last decade, driven by the need for greater clinical skills and improved patient care. Technological progress has resulted from both innovations in imaging modalities and the expansion of radiographers’ responsibilities such as the MRI with more advanced fields, going from film to digital imaging and the latest artificial intelligence (AI) revolution.
By comparing the frameworks, educational pathways, and professional roles associated with enhanced and advanced practice in radiography in these two countries, we provide an overview of options for radiographers to pursue career options. By examining the similarities and differences, we aim to provide insights into how each country approaches the development and implementation of advanced and enhanced radiographic practices
The Role of Educational Science in Professional Knowledge: Student Teachers’ Reflections
Full text linkThe significance of theoretical knowledge for professional practice is widely acknowledged, but how students in professional education construct meanings of their major subject remains understudied. This study examined how primary student teachers reflect on the role of educational science in their professional knowledge. Textual data were collected after their first practicum in a Finnish primary teacher education programme. Discourse analysis identified four discourses. In the discourse of depth, educational science enabled a thorough understanding of pupils. In the discourse of multifacetedness, simultaneous consideration of multiple aspects of teaching was evident. In the discourse of topicality, teachers could stay updated regarding the knowledge society through educational science. The discourse of systemicity underscored the contribution of educational science to societal progress. This study provides a better understanding of student teachers’ professional knowledge in curriculum development and programme design within teacher education
Multicultural and multilingual educator professionalism
Full text linkThis article investigates how multicultural and multilingual educator professionalism unfolds as a dynamic phenomenon among educators in Danish and Swedish preschools and primary schools. Reflexive dialogues were produced with educators in three different action research studies. These dialogues were analysed by employing conceptual approaches of educator professionalism, equity pedagogy, and multicultural and multilingual education. The analyses show how the educators: (i) critically examine their constructions of pupils/children, (ii) develop increasingly broad views on how knowledge and learning can be productively produced in classroom interaction, and (iii) show awareness about societal language ideologies. The educators’ nuanced reflections on their own pedagogical practices displayed contradictions and ambivalences. We argue that the educators’ reflections point to possible renewals of pedagogical practices that place multiculturalism and multilingualism at the centre of educator professionalism
Colonial logics as public secrets of international student mobility
Full text linkThis paper contributes to international student mobility’s ethical reimagining by stressing what continues to be foreclosed by that imagining – that is, the depth of the task’s complexities. To do so, it outlines international student mobility’s colonial roots (as a phenomenon) and applied roots (as a field) and discusses how both shape, and are shaped by, its field-imaginary. It then uses the concept of “public secrets” to name the obvious, yet often forgotten, colonial logics underpinning the field of international education, and international student mobility in particular. It suggests these public secrets are one reason why the field’s critical interventions have failed to have more concrete impacts. It then specifically discusses the problematic binaries which underpin the field, especially the term “international student,” as examples of such public secrets. Finally, it discusses three common responses critical internationalization scholars and practitioners might use to respond to this provocation: (1) further/different critique; (2) proposed solutions (e.g., new vocabulary), and disinvestment (e.g., new grammar)