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Towards practice-based professional development by teacher educators: Perspectives from self-study research in Eritrea
No full textTeacher education reform has advocated the implementation of widely espoused pedagogic changes in many contexts, particularly in Sub-Saharan African countries. This paper focused on the central agents in the reform process, i.e., teacher educators. Framed within the emerging conceptualizations of practice-based professional development of teacher educators, the study explores perspectives for improving educators’ teaching based on the self-study experiences of the first author while supporting the reflective practices of a group of student teachers in Eritrea. Self-study methods and tools including interactive discussions among colleague educators and critical friends, journaling, and course artifacts were used while developing the findings. The findings identified the dynamics of how researching situated concerns of teaching and learning frames problems of practice and also invokes sources and situations for developing motivations of educators in maintaining inquiry and improvement stances. We argue that such a dynamic is critical in productively engaging with teacher educators\u27 professional learning in practice in similar contexts
Narrativer fra ledere i Kulturdag - et samarbeidsprosjekt mellom grunnskole og kulturskole
Get PDFAs early as the 1980s, there was a policy intention for collaboration between the Schools of Music and Performing Arts (SMPA) and the primary schools in Norway. Since then, several policy documents have defined collaboration between the SMPAs and the primary schools. Kulturdag [Cultural Day] is a project in which a municipality in Norway tries to meet the desire for cooperation between the SMPAs and primary schools in arts education. Kulturdag exists in 17 schools in this municipality (2022/2023). The Kulturdag project is complex, constantly expanding, and involves many people in different roles. This study examines the leadership perspective by focusing on one primary school with Kulturdag. The question I have explored is: How can Kulturdag be understood through the stories of the SMPA and primary school leaders in the light of practice architecture theory? The methods used to collect the data were ethnographically inspired, and the leaders\u27 stories were interpreted from the researcher\u27s position using narrative thematic analysis and the theory of practice architectures. This study is a practical and scientific contribution to educational research, providing more knowledge about the leadership perspective in a primary school-SMPA cooperation. One of the key findings is that this collaboration is based on a systemic change in primary music education - from traditional one-teacher music education to a change in practice architecture that allows for more teachers, diverse teaching, and staff participation in Kulturdag
Educational Research Literacy: Philosophical Foundations and Empirical Applications
Get PDFThe paper offers a novel philosophical perspective on how research literacy should be conceptualised in the educational domain. Standard accounts of teacher research literacy consider it merely a subset of the skills of an educational researcher. Therefore, the accounts largely ignore the need to anchor or embed the mode of engagement with research in the particular demands of the professional role. By contrast, we argue that a virtue-based account of the epistemic agency involved in receiving testimony can help deliver a normatively attractive and empirically plausible account that is tailored to the role. We support the account with an original in-depth analysis of actual teacher engagement with research
Visuelle bilder i bevegelse: Å skape rom og tid i barnehagebarns lek og bevegelser med nøster
Get PDFDenne artikkelen tar utgangspunkt i forskningsprosjektet Å nøste hvor målet er å bidra til å utvikle tverrfaglige undervisningsmetoder innenfor kunstfag, for å fremme utdanningskvalitet i barnehage- lærerutdanningen. Spørsmålet som stilles i artikkelen er hvordan en performativ tilnærming til formingsfaget i barnehagen kan åpne for tverrfaglige potensialer. Den performative tilnærmingen innebærer å rette oppmerksomheten mot selve aktiviteten og det materielles rolle i lek med materialer. Forskningsmetoden er praksis-drevet (Haseman, 2006) og går ut på at forskerne i samarbeid med en gruppe barnehage-barn og barnehagens personale utforsker lek og bevegelser med nøster. Filmer og fotografier fra denne leken analyseres med blikk for møter mellom mennesker og materialer. Prosjektet forankres teoretisk med begrepet romtidmaterialisering (Barad, 2007) og Rudolf Labans romlære “choreutics” (Laban & Ullman, 2011). Undersøkelsen viser hvordan sted kan forstås som en lokasjon for endring og at det finnes skapende potensialer i opplevd stillhet. Rommet beskrives som et bilde i bevegelse der tid skapes i en kjede av evige hendelser. Disse opp-dagelsene, av hvordan det i en performativ tilnærming skapes med både materiale og bevegelser, åpner nye tverrfaglige undervisningsmulig-heter i møtet mellom fagene forming og drama i barnehagelærerut-danningen. Slike tverrfaglige, skapende potensialer kan ha relevans for bærekraft fordi det handler om hvordan vi blir til som mennesker i møte med materialer og omgivelser.Keywords: performativitet, tverrfaglighet, forming i barnehagen, romtidmaterialiseringDenne artikkelen tar utgangspunkt i forskningsprosjektet Å nøste hvor målet er å bidra til å utvikle tverrfaglige undervisningsmetoder innenfor kunstfag, for å fremme utdanningskvalitet i barnehage- lærerutdanningen. Spørsmålet som stilles i artikkelen er hvordan en performativ tilnærming til formingsfaget i barnehagen kan åpne for tverrfaglige potensialer. Den performative tilnærmingen innebærer å rette oppmerksomheten mot selve aktiviteten og det materielles rolle i lek med materialer. Forskningsmetoden er praksis-drevet (Haseman, 2006) og går ut på at forskerne i samarbeid med en gruppe barnehage-barn og barnehagens personale utforsker lek og bevegelser med nøster. Filmer og fotografier fra denne leken analyseres med blikk for møter mellom mennesker og materialer. Prosjektet forankres teoretisk med begrepet romtidmaterialisering (Barad, 2007) og Rudolf Labans romlære “choreutics” (Laban & Ullman, 2011). Undersøkelsen viser hvordan sted kan forstås som en lokasjon for endring og at det finnes skapende potensialer i opplevd stillhet. Rommet beskrives som et bilde i bevegelse der tid skapes i en kjede av evige hendelser. Disse opp-dagelsene, av hvordan det i en performativ tilnærming skapes med både materiale og bevegelser, åpner nye tverrfaglige undervisningsmulig-heter i møtet mellom fagene forming og drama i barnehagelærerut-danningen. Slike tverrfaglige, skapende potensialer kan ha relevans for bærekraft fordi det handler om hvordan vi blir til som mennesker i møte med materialer og omgivelser.Keywords: performativitet, tverrfaglighet, forming i barnehagen, romtidmaterialiserin
The role of aesthetics in design education: Leverage of creativity through concrete and abstract form exploration
Get PDFDesign education has undergone transformations over time, although less emphasis has been placed on developing core areas such as form and aesthetics. Learning processes in design education are creative and comprehensive, but to an extent, learning has become a mission with a large focus on relevance and societal benefits. The designer’s role has become somewhat more instrumental, and designers’ function more often as facilitators than creators. Nevertheless, form and aesthetics are important competences that enable students to work creatively with both processes and results. As creators, design students need to develop their personal comprehension of forms and aesthetic expressions. This article demonstrates how aesthetics are activated through assignments and exercises that leverage awareness and experiences of concrete forms and abstractions. The assignments and exercises were given to bachelor’s degree and master’s degree students in Product Design at Oslo Metropolitan University, Norway, and to students from all levels (bachelor’s, master’s and PhD) at UNESP, Bauru in Brazil. Aesthetic awareness relates to perception and abstract form principles demonstrated through assignments and exercises, including various dramaturgies, results, and reflections. Examples demonstrate how haptic experiences change the way students perceive forms and spaces, particularly when the visual senses are muted or removed. Based on the students’ reflections and the results of the exercises, knowledge achieved through their explorations is equally valuable beyond the actual properties of forms and the engagement of personal affect from the creative processes.Keywords: aesthetic awareness, abstraction, comprehension of form, creativity, design educationDesign education has undergone transformations over time, although less emphasis has been placed on developing core areas such as form and aesthetics. Learning processes in design education are creative and comprehensive, but to an extent, learning has become a mission with a large focus on relevance and societal benefits. The designer’s role has become somewhat more instrumental, and designers’ function more often as facilitators than creators. Nevertheless, form and aesthetics are important competences that enable students to work creatively with both processes and results. As creators, design students need to develop their personal comprehension of forms and aesthetic expressions. This article demonstrates how aesthetics are activated through assignments and exercises that leverage awareness and experiences of concrete forms and abstractions. The assignments and exercises were given to bachelor’s degree and master’s degree students in Product Design at Oslo Metropolitan University, Norway, and to students from all levels (bachelor’s, master’s and PhD) at UNESP, Bauru in Brazil. Aesthetic awareness relates to perception and abstract form principles demonstrated through assignments and exercises, including various dramaturgies, results, and reflections. Examples demonstrate how haptic experiences change the way students perceive forms and spaces, particularly when the visual senses are muted or removed. Based on the students’ reflections and the results of the exercises, knowledge achieved through their explorations is equally valuable beyond the actual properties of forms and the engagement of personal affect from the creative processes.Keywords: aesthetic awareness, abstraction, comprehension of form, creativity, design educatio
Formingsforskning i en ny tid? : En undersøkelse om formingsforskning, kunnskapsutvikling og endring i faget Kunst og håndverk
No full textThis essay examines how the research traditions in arts and crafts are developed and changed over the last 50 years, from the 1970s and up to 2021, taking departure from four defended doctoral disputations during a week in June 2021, at Norwegian universities and university colleges. Emphasis is on the educational institution framework conditions for research in the field in the context of teacher eduction and the school subject of arts and crafts in primary and lower secondary school. The essay build on available information primarily collected from the summaries of the four dissertations from June 2021, overviews of arts and craft research (Melby, 2002) and doctorates in the field, in Norway and the Nordic countries (Johansson, 2018). Further, the essay elaborates on how research in the field is discussed, formulated and changed, from Lindström’s (2011) arguments on different centres of gravity in research in the field, and the subject’s great range in themes and research areas.
I dette essayet undersøkes hvordan forskningstradisjonene i kunst og håndverk utformes og endres. Inngangen er tematikker og forskningsområder som illustreres med fire disputaser i løpet av en uke i juni 2021. Videre, rettes søkelyset mot den historiske utviklingen fra 1970-tallet og frem til 2021 da disse avhandlingen ble forsvart i disputaser ved norske universiteter og høyskole. Det er lagt vekt på de utdanningsinstitusjonelle rammebetingelser for forskningen i fagfeltet, og å se forskningen i fagfeltet i sammenheng med lærerutdanning og skolefaget forming/kunst og håndverk i grunnskolen. Essayet bygger tilgjengelig informasjon som primært er innhentet fra sammendragene for de fire avhandlingene fra juni 2021, oversikter over formingsforskning (Melby, 2002) og doktorgrader innenfor fagfeltet, i Norge og Norden (Johansson, 2018). Her diskuteres hvordan forskningen i fagfeltet fra disse kilder omtales, utformes og endres, sett i lys av Lindström (2011) argumenter om ulike tyngdepunkter i forskningen i fagfeltet, og fagets store spennvidde i tematikker og forskningsområder.  
På väg mot industrikarriärer i Sverige: En narrativ studie av elevers val av industriteknikprogrammet
No full textTowards industrial careers in Sweden – A narrative study of students choosing the industrial technology program
This article is about six students’ descriptions of their choice of the Industrial technology program. I have applied a narrative perspective and analysed the students’ narratives thematically. The research question is about the prominent themes of students’ descriptions of their choice of the program, and the answer is that four themes emerge from the descriptions. Two of the themes point to the advantages and disadvantages of industry jobs and industrial education. The third theme is about the choice of the program as a way for newly arrived refugees to get industrial work and eventually a permanent residence permit. The fourth theme is about students’ choice of industrial education as influenced by other people such as parents, teachers or study counsellors. The conclusion is that students who choose industrial education do not necessarily have the ambition to work as industrial workers. This may affect the industrial skills supply in the future in Sweden as an industrial country. Newly arrived refugees in industrial education can be included in this supply of skills, but these young people can also pursue other careers after completing their education. Although the choice of upper secondary education is free in Sweden, this freedom does not apply to these young people who make the choice based on the pressure on them to get a job after completing their education to be able to stay in Sweden.Den här artikeln handlar om sex elevers beskrivningar av deras val av industritekniska programmet på gymnasiet. Jag har utgått från en narrativ ansats och analyserat elevernas berättelser tematiskt. Forskningsfrågan handlar om dessa framträdande teman i elevernas beskrivningar av deras val av program. Som svar framkommer fyra teman ur beskrivningarna. Två av temana pekar på för- och nackdelar med industri och industriutbildning. Det tredje temat handlar om elevers val av industriutbildning som påverkas av andra människor, och dessa andra människor kan vara anhöriga, föräldrar, lärare eller studievägledare. Det fjärde temat handlar om valet av program för nyanlända flyktingungdomar som ett sätt att få ett arbete inom industri och så småningom få ett permanent uppehållstillstånd. Slutsatsen är att de som väljer industriutbildning inte alltid har ambitionen att arbeta som industriarbetare vilket kan påverka kompetensförsörjningen inom industrin i framtidens Sverige. Nyanlända flyktingar som studerar på industritekniska programmet inkluderas i kompetensförsörjning, men dessa ungdomar kan också ändra karriär efter avslutad utbildning. Även om valet av gymnasieutbildning är frivilligt i Sverige, gäller inte denna frivillighet för nyanlända flyktingungdomar som gör valet utifrån den press de har på sig att få ett jobb efter avslutad utbildning för att kunna stanna i Sverige.På väg mot industrikarriärer i Sverige – En narrativ studie av elevers val av industriteknikprogrammet
Den här artikeln handlar om sex elevers beskrivningar av deras val av industritekniska programmet på gymnasiet. Jag har utgått från en narrativ ansats och analyserat elevernas berättelser tematiskt. Forskningsfrågan handlar om dessa framträdande teman i elevernas beskrivningar av deras val av program. Som svar framkommer fyra teman ur beskrivningarna. Två av temana pekar på för- och nackdelar med industri och industriutbildning. Det tredje temat handlar om valet av program för nyanlända flyktingungdomar som ett sätt att få ett arbete inom industri och så småningom få ett permanent uppehållstillstånd. Det fjärde temat handlar om elevers val av industriutbildning som påverkas av andra människor, och dessa andra människor kan vara anhöriga, föräldrar, lärare eller studievägledare. Slutsatsen är att de som väljer industriutbildning inte alltid har ambitionen att arbeta som industriarbetare vilket kan påverka kompetensförsörjningen inom industrin i framtidens Sverige. Nyanlända flyktingar som studerar på industritekniska programmet kan inkluderas i denna kompetensförsörjning, men dessa ungdomar kan också ändra karriär efter avslutad utbildning. Även om valet av gymnasieutbildning är frivilligt i Sverige, gäller inte denna frivillighet för nyanlända flyktingungdomar som gör valet utifrån den press de har på sig att få ett jobb efter avslutad utbildning för att kunna stanna i Sverige
“I am Sámi, but I am not a Sámi”: Coastal Sámi students’ articulations of identity in a colonial-blind Norwegian state
Get PDFThis article gives voice to coastal Sámi students and explores their negotiations over being Sámi or Norwegian within the Norwegian education system. Through interviews, students share insights on the extent to which education focuses on Sámi issues and reflect upon their identity. The article explores how youths negotiate personal identity within pre-existing structures by employing Archer’s theory on structure and agency as a backdrop. The changing phases in how ‘western’ societies view indigenous practices and knowledges are applied together with (de)colonial perspectives to understand (colonial) structures. Some key findings are that the coastal Sámi students’ identity negotiations are complex, as official discourses seem to restrict them from identifying as ‘real’ Sámi, and that the local Sámi is within a discursive void due to unintended consequences resulting from the unification in the centralised education system. In focusing on students and using the educational system as a backdrop, this article seeks to deepen the understanding of how society and the educational system in particular condition students’ notions of what it entails to be Sámi and how students negotiate their identity
Pedagogising Virtual Reality Technology: A New Perspective on the TPACK-framework
Get PDFDigital technology has increasingly influenced all areas of education, including higher education, with subject-specific technologies developed for professional contexts alongside general communication and collaboration tools. This article draws on a case study conducted in a bachelor programme within building construction design in Denmark, tracking how teachers converted technical knowledge about virtual reality into teaching practice. This transformation process has crystallised different pedagogies, even within the same course. One pedagogical aim was for students to learn to use virtual reality (VR) as a professional competence, while another was to use VR as a tool for learning subject content (building design). This case study raises general issues regarding teachers\u27 use of technology for teaching, addressed in the research tradition of technological, pedagogical and content knowledge (TPACK). However, to delve deeper into the educational transformation processes, this article adds an educational sociological perspective, including concepts from Legitimation Code Theory (LCT). With this background, this article raises new questions about the TPACK concept and discusses how the technological knowledge domains in the TPACK model can be differentiated to reflect various digital technologies and their functions, particularly in professional education
Educational Ideas on the Move: Student Teachers’ International Teaching Internship
Get PDFBased on ethnographic fieldwork amongst Danish student teachers, this paper examines international teaching internships from a mobilities and spatial perspective. While the international teaching internship is regarded as a tool to develop student teachers’ intercultural competencies, this paper shows how culturally shaped educational ideas travel with and are practiced by student teachers in new educational and cultural contexts. Therefore, this paper suggests that such internships may perpetuate and reinforce normative ideas about pedagogy and ‘correct’ ways of teaching, being a pupil, and a teacher. The paper finds that student teachers see some educational ideas and practices as universal and applicable everywhere and others as particular and spatially bound. This, the paper argues, reflects a hierarchisation of ideas based on an assumption of the superiority of ‘Western’ education, which results in processes of pedagogical othering. The paper further argues that international teaching internships represent an important avenue to critically discuss educational values and examine how values impact pedagogical practice, furthering students’ professional development