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Editorial
Full text linkThis issue of Reconceptualizing Educational Research Methodology gathers together an exciting collection of papers that seek to make contributions to the field of educational enquiry by taking the reader on unexpected journeys that are intentionally provoking. Traversing multiple continents and geopolitical contexts together these papers offer a series of unlikely entry points, as well as myriad opportunities to pause and consider what approaching research differently can potentiate in the pursuit of more critical scholarship and deeper connections to life on/with this troubled planet. In various ways the authors in this issue of the journal work with methodological innovation as the means to activate ethics, ideologies and philosophical ways of knowing and acting upon the world – that are sensed, that reverberate, and that also hold the potential to disorientate – with generative consequences. Or as McKittrick (2020, 16) stresses, there is a burning imperative for researchers ‘to read outside ourselves, not for ourselves but to actively unknow ourselves, to unhinge, and come to know each other’
Practice-based holistic STEM teaching in VET: Increasing students’ participation opportunities
Full text linkDenne artikel undersøger betydningen af praksisnær helhedsorienteret STEM-undervisning på erhvervsuddannelserne, og hvordan det kan øge elevernes motivation og læring i STEM-fagene. Undersøgelsen viser, at STEM-undervisning, der inddrager erhvervsrettet praksis, kan motivere og inkludere flere elevgrupper, heriblandt de elever, der har negative erfaringer fra tidligere skolegang. I artiklen skelnes der mellem \u27forestillet erhvervsrettet praksis\u27 og \u27oplevet erhvervsrettet praksis\u27. Artiklen argumenterer for, at sidstnævnte, som involverer konkrete, fysiske erfaringer, har potentiale til at styrke elevernes motivation og øge undervisningens deltagelsesmuligheder
Når eleverne har mulighed for fysisk at erfare deres kommende erhvervsmæssige praksis, kan det medvirke til at styrke deres engagement og forbedre deres læringsudbytte i STEM-fagene. Dette skyldes, at praksisnær og helhedsorienteret undervisning gør abstrakte begreber mere konkrete og dermed lettere for eleverne at forstå og relatere til deres fremtidige erhverv.
Artiklens empiriske analyser tager afsæt i forsknings- og udviklingsprojektet ’Helhedsorienteret STEM-undervisning i eud’. Projektets dataindsamling er foregået gennem observationer og kvalitative interviews samt en national survey. Herudover er der gennemført et internationalt litteraturstudie i relation til helhedsorientering og STEM-undervisning
Analysen peger på, at når undervisningen indledningsvist tager udgangspunkt i oplevet erhvervsrettet praksis og senere introducerer forestillet erhvervsrettet praksis, kan det hjælpe eleverne med at forstå og værdsætte de teoretiske aspekter af STEM-fagene. Dette kan potentielt imødegå negative mestringsforventninger til fagene, som mange elever har fra tidligere skolegang.
Praksisnær helhedsorienteret undervisning kræver tværfagligt samarbejde mellem grundfagslærere og faglærere samt organisatoriske rammer, der faciliterer dette. Lærernes samarbejde understøtter elevernes oplevelse af mening i STEM-fagene, da det kvalificerer inddragelsen af relevant praksis på tværs af fag.
Artiklen konkluderer, at praksisnær helhedsorienteret STEM-undervisning, der tager udgangspunkt i konkrete erhvervsmæssige oplevelser, ikke kun øger motivation og læring blandt eleverne, men også bidrager til en mere inkluderende og meningsfuld undervisning, der kan engagere en bredere vifte af elevtyper.This article examines the significance of practice-based holistic STEM teaching in vocational education and training and how it can enhance students\u27 motivation and learning in STEM subjects. The study shows that STEM teaching, which incorporates vocational practice, can motivate and include more student groups, including those with negative experiences from previous schooling. The article distinguishes between \u27imagined vocational practice\u27 and \u27experienced vocational practice\u27. The article argues that the latter, which involves concrete, physical experiences, has the potential to strengthen students\u27 motivation and increase the opportunities for participation in STEM teaching.
When students have the opportunity to physically experience their future vocational practice, it can help enhance their engagement and improve their learning outcomes in STEM subjects. Practice-based and holistic teaching makes abstract concepts more concrete and therefore easier for students to relate to their future vocation. The empirical analyses in the article are based on the research and development project \u27Holistic STEM Teaching in VET\u27. The data collection was carried out through observations and qualitative interviews as well as a national survey. Additionally, an international literature review was conducted. The analysis indicates that when teaching initially involves experienced vocational practice and later introduces imagined vocational practice, it can help students understand and appreciate the theoretical aspects of STEM subjects.
Practice-based holistic teaching requires interdisciplinary collaboration between STEM teachers and vocational teachers, as well as organizational structures that facilitate this. Teachers\u27 collaboration supports students\u27 sense of meaning in STEM subjects, as it qualifies the inclusion of relevant practice across vocational and STEM subjects. The article concludes that practice-based holistic STEM teaching, which is based on concrete vocational experiences, not only increases motivation and learning among students but also contributes to more inclusive and meaningful teaching that can engage a broader range of student types
Becoming Scholars with Data: Exploring Imaginative Methodological Practices
Full text linkOur intention in this inquiry was to imaginatively engage with data to see what may be made possible. Informed by the ontological turn (Zembylas, 2017) and a call for creative engagement with data (Wolgemuth et al., 2025), we leveraged cognitive tools (Egan, 1997, 2005), to playfully engage with interview transcripts. Despite approaching the inquiry from a relational, more-than-human ontology, we found ourselves continually constrained by humanist understandings. Our inquiry highlights how implicit and deeply-entrenched our assumptions about research are; we illuminate these assumptions by exploring iterative problematics that arose in our playful engagement. Our engagement in this inquiry allowed the data to work on us, as we worked on the data, producing us differently as researchers and as scholars. Our experience with imaginative methodology opened up possibility and proliferated the ‘what if?’ required to move beyond dominant ways of knowing. However, our experience demonstrates the tensions we continue to navigate as becoming-researchers.
TALIS 2018 data indicates that teachers need support for developing skills in Pedagogical Decision Making
Full text linkFrom a sociology of education perspective, a concern in teacher education is that teaching practices and expectations to the professional role of teachers often build on assumptions that derive from the social context of instruction. Whereas international comparisons regularly focus on characteristics of individuals or selected segments of the population, such as pre-service teachers or individual teacher education programmes, this article contextualizes socially derived expectations using secondary analysis of survey data for fourteen countries across four continents. A review of publicly available data from the World Bank and the Teaching and Learning International Survey (TALIS) was carried out. The secondary analysis consists of a juxtaposition and visualization of descriptive data. Analysis of survey data highlights shared assumptions and expectations across fourteen countries. The data indicates that some teacher attitudes are not a result of characteristics specific to individual teachers or the teacher profession in general but are associated with variation between countries. The article draws theoretically and methodologically on prior Comparative and International Education (CIE) research and proposes that teachers across subject matter specializations and across contexts benefit from the development of Pedagogical Decision-Making skills (PDM). More attention to the development of specific PDM skills is proposed as a means for strengthening teacher resilience
Maps and Territory: Templates for exploring and comparing religious traditions in Norwegian upper secondary religious education
Full text linkThis study investigated the implementation of the LK20 educational reform by comparing how three religious education teachers incorporated two core elements of the upper secondary curriculum into their teaching. The focus was on the two digital/paper-based templates (forms) that the educators created to scaffold students’ exploration and comparison of religions. These templates, along with transcripts of video-recorded lessons, were first analyzed using thematic qualitative text analysis. Subsequently, the data were examined hermeneutically as two primary cases, one of which was analyzed as two interrelated subcases. These analytical methods were used to evaluate the overall scope of the materials while closely examining and comparing the teachers’ templates and how they contextualized them orally during lessons. One teacher employed Ninian Smart’s seven dimensions of religion as the foundational model for her template. The other two teachers collaboratively developed a template focused on specific aspects of religions, including history, rituals, deities, worldviews, and potential sources. Furthermore, the template emphasized the management of exploration and effective communication concerning feedback. During their presentations, all teachers referenced elements associated with the World Religions Paradigm and the interpretive approach, albeit in different ways. Finally, they introduced tasks to contextualize and prepare students for engagement with the templates
Tillit og kontroll i Osloskolen: En studie av oversettelse og iverksetting på ulike organisasjonsnivå
Full text linkIn this article, we examine how actors at different organizational levels in the schools in the City of Oslo have theorized trust and control and the relationship between trust and control in trust-based management (TBM). Theorizing, understood as notions of what something means or “is”, is often seen as the core of the diffusion and implementation of management concepts. We study the actors’ theorizations through interviews and document studies at three organizational levels: the city council, the educational agency, and the schools. We found that the municipality’s attempt to implement more TBM may have resulted in less trust in the top agency management among some school leaders, possibly due to internal conflicts in the top management. Furthermore, we found that while trust and control had been theorized as opposites at higher organizational levels, trust and control were not seen as opposites in the schools. Because trust is theorized as being trustworthy by employees, the top management’s theorization of the need for a “trust reform” could be perceived as meaning that employees have previously not been trustworthy. In addition, we found that many school leaders referred to prior education rather than the city’s initiative to implement TBM, as their main sources of knowledge about TBM. Notions of trust, control and TBM at the lowest organizational levels appeared to be decoupled from the theorizing that had been made at the higher levels of the organization. The findings point to challenges in getting an organizational concept to “travel” down through the hierarchical organizational levels and show that notions of and perceived benefits of TBM cannot be taken for granted in all communities of practice in complex organizations.I denne artikkelen undersøker vi hvordan aktører på ulike organisasjonsnivåer i Osloskolen har teoretisert tillit og kontroll og forholdet mellom tillit og kontroll i tillitsbasert styring og ledelse (TBSL). Teoretisering, forstått som forestillinger om hva noe innebærer eller «er», ses gjerne som kjernen i spredning og iverksetting av organisasjonskonsepter. Vi belyser aktørenes teoretiseringer gjennom intervjuer og dokumentstudier på tre organisatoriske nivåer: byrådet, skoleetaten og skolene. Vi fant at kommunens forsøk på iverksetting av mer TBSL kan ha gitt mindre tillit til den øverste etatsledelsen blant noen skoleledere, muligvis pga. interne konflikter i toppledelsen. Videre fant vi at mens tillit og kontroll var blitt teoretisert som motsetninger på høyere nivå i organisasjonen, ble tillit og kontroll ikke sett på som motsetninger i skolene. Fordi tillit teoretiseres som «å stole på» av medarbeidere, kan ledelsens teoretisering av behovet for en «tillitsreform» oppfattes slik at medarbeiderne tidligere ikke har vært til å stole på. I tillegg fant vi at mange skoleledere refererte til utdanning snarere enn etatens initiativ for å iverksette TBSL, som deres hovedkilder for kunnskap om tillitsbasert styring og ledelse. Forestillinger om tillit, kontroll og TBSL på de laveste organisatoriske nivåene forekom frikoblet fra den teoretiseringen som var blitt foretatt på høyere nivå i organisasjonen. Funnene peker på utfordringer ved å få et organisasjonskonsept til å «reise» ned gjennom organisasjoners nivåer, og viser at forestillinger om og opplevde nytte av TBSL ikke kan tas for gitt i alle praksisfellesskap i komplekse organisasjoner
Misrepresentation and Silence in United States History Textbooks: The Politics of Historical Oblivion
Full text linkBoosting Interaction Skills: How Social Presence Transforms Synchronous Online Language Learning for Adults
Full text linkCovid-19 forced non-formal adult education centres in Finland to seek ways to offer their students language courses during the pandemic restrictions. Synchronous online courses were a convenient natural solution during the lockdown and became a normal method to implement courses in the post-pandemic era. This article provides insights into how adult learners perceived social presence, instructor presence, and spoken language skill development in online English courses. The participants in this study were 35 adults between 20 and 80 years old who were learning English in an adult education centre in Finland and their language skill level was A2-B1 according to common European framework of reference for languages (CEFR). The data were collected via an online questionnaire, including Likert-scale multiple-choice statements and open-ended questions, which were analysed using the content analysis method. The quantitative data was used to support the qualitative data.
Based on learners’ perceptions, the findings confirmed that social presence is a key element in collaborative learning, and it is closely linked to instructor presence. These two presences are inseparable and must be considered in teaching spaces, especially in learning focusing on spoken language acquisition
Between Transition and Back to Normal: Empirical Insights into Post-Pandemic Digital Education at Primary Schools in Germany
Full text linkThe Covid-19 pandemic had a massive impact on school education around the world. Digital media thus became an integral part of school life, and the question arises as to how this development has affected digital education in primary schools and what the long-term effects of this change have been. Digital education encompasses the pedagogical use of digital media to foster digital competencies, as well as the use of technologies in teaching and learning processes. The paper discusses the impact of the Covid-19 pandemic on digital education in German primary schools and the current situation. It presents results from ten qualitative focus group interviews with 45 stakeholders in primary education, including school principals, teachers’ association representatives, and school administrators. The interviews were analyzed using qualitative content analysis. Interviewees report only limited sustainable development of the technological infrastructure and the use of digital media in education driven by the pandemic. Overall, teachers were reported to be very willing to test and experiment with the pedagogical possibilities and potential of digital technologies, especially during the pandemic. They perceived structural conditions, such as technical infrastructure, bureaucratic processes and inconsistent data protection requirements, as significant barriers to the use of digital media. The findings thus highlight the importance of analyzing the interplay between teachers\u27 personal factors and the structural conditions of digital education