1,721,024 research outputs found
Teacher Education in the Nordic Region
Full text linkThis open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region. This is an open access book
The Relevance of Rhetoric to the Study of Power in Communication and Communicative Adequacy, 10(10)
No full textThe central focus in this article is that how language is used can constitute the basis for power relations. In the first place, power functions through linguistic expressions in relationships of superiority and subordination (commands, reprimands etc.). Secondly, language acts can appear as representations of discourse, i.e. linguistic and cognitive conventions that contribute to squeezing out certain subjects and opinions as being inappropriate. Thirdly, the rhetorical effectiveness of propositions will depend on the linguistic perspectivizing in the propositions. This last-mentioned position can be teased out through rhetorical analysis of language use. The power perspective, however, seems only partly to have been brought into recent rhetorical analysis. In this article, I attempt to analyze how the way language is used can constitute the foundation for power relationships, and I take my point of departure in a case study of a Norwegian school. The focus is placed on communication between management and teachers. The central theoretical challenge is the question of what may be gained by evaluating the relevance of rhetoric as a heuristic in the understanding of communicative power. Further, I argue that rhetoric is relevant to the evaluation of what is a breach of communicative reasonableness. Rhetorical criticism can also be useful in itself for giving authority to the individual teacher
AI in Education: Rationale, Principles, and Instructional Implications
Full text linkThis study examines the integration of generative AI in schools, assessing its benefits and risks. As AI use by students grows, it\u27s crucial to understand its impact on learning and teaching practices. Generative AI, like ChatGPT, can create human-like content, prompting questions about its educational role. The article differentiates large language models from traditional search engines and stresses the need for students to develop critical source evaluation skills. Although empirical evidence on AI\u27s classroom effects is limited, AI offers personalized learning support and problem-solving tools, alongside challenges like undermining deep learning if misused. The study emphasizes deliberate strategies to ensure AI complements, not replaces, genuine cognitive effort. AI\u27s educational role should be context-dependent, guided by pedagogical goals. The study concludes with practical advice for teachers on effectively utilizing AI to promote understanding and critical engagement, advocating for a balanced approach to enhance students\u27 knowledge and skills development.24 page
Teacher evaluation as a tool the professional development of teachers and student teachers, 2015
No full textTeacher evaluation is a phenomenon and a practice that has become more relevant in both the Norwegian and the international educational debate in recent years. Teacher evaluation can be used as part of expertise development and therefore as a tool for better practice and professional practice. The overall objective of the research project, which this pilot project will lead to, is to strengthen research contributions to the education sector's future use of teacher assessment as a tool. There are three objectives this pilot project aims to realize. Objective 1: Supplementing this knowledge overview by including "gray literature" regarding this field (which is extensive) and incorporate research before 2009 (which is considerable) and research from 2014 into an overall overview of knowledge about teacher assessment. Objective 2: Building an international network of leading researchers and establish a collaboration core of what will later will be referred to as an innovation project. One of the most important prerequisites for teacher assessment be able to help develop schools as learning organizations, contribute to teachers' 'professional development, and have a positive effect on pupils' learning and development, is that teachers trust the scheme (Working Committee, 2014) Objective 3: Try different types of teacher assessment (survey among students, systematic observations and possibly “school walking”) among student teachers and teachers in their first year of practice
Exploring Professional Commitment and Passion Among Norwegian High School Teachers
No full textHigh school teachers’ professional commitment and passion are about being dedicated and unwavering in their pursuit of teaching excellence. This study aims to explore the antecedents of Norwegian high school teachers’ professional passion. We investigated three factors—relational trust, teachers’ affective commitment to the school organisation, and teachers’ instructional self-efficacy—by conducting a survey of 246 Norwegian high school teachers and using structural equation modelling. Our findings reveal a positive relationship between teachers’ self-efficacy and teachers’ professional passion, as well as a positive relationship between trust among teachers and their passion. Further, affective commitment to the school organisation is indirectly related to teacher passion via relational trust between teachers. We thus conclude that both teacher efficacy and trust between teachers are directly related to teachers’ passion, while teachers’ affective commitment to the school is indirectly related via relational trust. Implications for practice and further research are discussed
Strategibruk, motivasjon og interesse for naturfag: forskjeller mellom minoritets- og majoritetselever
No full textExploring Professional Commitment and Passion Among Norwegian High School Teachers
Full text linkHigh school teachers’ professional commitment and passion are about being dedicated and unwavering in their pursuit of teaching excellence. This study aims to explore the antecedents of Norwegian high school teachers’ professional passion. We investigated three factors—relational trust, teachers’ affective commitment to the school organisation, and teachers’ instructional self-efficacy—by conducting a survey of 246 Norwegian high school teachers and using structural equation modelling. Our findings reveal a positive relationship between teachers’ self-efficacy and teachers’ professional passion, as well as a positive relationship between trust among teachers and their passion. Further, affective commitment to the school organisation is indirectly related to teacher passion via relational trust between teachers. We thus conclude that both teacher efficacy and trust between teachers are directly related to teachers’ passion, while teachers’ affective commitment to the school is indirectly related via relational trust. Implications for practice and further research are discussed
University-based teacher education in the field of tension between the academic world and practical experience in school: A Norwegian case
No full textHigh School Teachers’ Adoption of Generative AI: Antecedents of Instructional AI Utility in the Early Stages of School-Specific Chatbot Implementation
Full text linkIn 2023, the breakthrough of generative artificial intelligence (AI) led to its adoption. While some teachers expressed frustration over pupil misuse of generative AI, others advocated for the availability of a school-relevant chatbot for pupil use. In October 2023, a local chatbot intended to meet that goal was launched by Oslo Municipality. After six weeks, an investigation was conducted to examine how 246 teachers perceived the opportunities and limitations of this new technology. The examination used structural equation modelling to explore antecedents of instructional AI utility. The analysis shows that the pathway between instructional self-efficacy and AI utility has the highest positively charged value, while the pathways between management and AI utility have low numerical value. This last finding can be interpreted as the influence of untapped management potential and must be seen in the context of the fact that no guidelines for the use of AI in schools existed when the survey was conducted. In addition, the pathway between colleague discussion and AI utility has relatively low numerical values. The potential for learning through discussion among colleagues can be utilized to an even greater degree. The pathway between management and colleague discussion is remarkable. Implications are discussed
Strategibruk, motivasjon og interesse for naturfag: forskjeller mellom minoritets- og majoritetselever
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