1,721,102 research outputs found
Morsmålsdidaktisk forskning og profesjonalisert lærerutdanning
Get PDFIn this book, five experienced Nordic L1-didactitians and teacher educators search for their professional roots as pupils, students, teachers, teacher educators, managers and researchers over a period of fifty years.
In the form of the scientific essay, various historical professional struggles and processes that may lie behind this professionalisation are examined, partly from a critical perspective: Academisation, theorising, didacticisation, textualisation, and internationalisation, especially within first language (L1), L1 didactics and L1 didactic research. Documentation and discussion of the complex relationship between institutionalised academic operations and personal and collective knowledge development nevertheless constitute a main line in the presentation. The L1 subjects in which the descriptions are anchored are Danish, Finnish Swedish, Norwegian and Swedish.
The contributions provide personal, experience-based, historical representations of the development contextualized with the narrators' own research in the field as well as descriptions of general development trends within schools, education, and society. A framing chapter provides methodological and theoretical premises for the texts and a concluding chapter analyses the content of and discusses the outcome of the essays. The book is aimed at anyone who is interested in the development of professional teacher training on a Nordic basis, especially native language and subject didactics. Although Per-Olof Erixon and Sigmund Ongstad are editors, the book has been created in close collaboration with the other contributors, Sven-Erik Hansén, Ellen Krogh, and Jon Smidt
Tema: Bildanalys
No full textI publikationen felaktigt: ISSN 1103-8470I publikationen felaktigt: ISBN 978-91-7264-535-6</p
Tema: Bildanalys
No full textI publikationen felaktigt: ISSN 1103-8470I publikationen felaktigt: ISBN 978-91-7264-535-6</p
Morsmålsdidaktisk forskning og profesjonalisert lærerutdanning : fem nordiske beretninger om 50 års utvikling og kamp
No full textI denne boka søker fem erfarne, nordiske morsmålsdidaktikere og lærerutdannere sine faglige røtter som elever, studenter, lærere, lærerutdannere, ledere og forskere over en femtiårsperiode. I det vitenskapelige essayets form undersøkes ulike historiske fagkamper og prosesser som kan ligge bak denne profesjonaliseringen, dels i et kritisk perspektiv: Akademisering, teoretisering, didaktisering, tekstualisering og internasjonalisering, spesielt innen morsmål (L1), morsmålsdidaktikk og morsmålsdidaktisk forskning, men også fagdidaktisk forskning. Dokumentasjon og diskusjon av det komplekse forholdet mellom institusjonalisert akademisk drift og personlig og kollektiv kunnskapsutvikling utgjør likevel en hovedlinje i fremstillingen. De L1-fagene som beskrivelsene forankres i, er dansk, finlandssvensk, norsk og svensk. Bidragene gir personlige, erfaringsbaserte, historiske fremstillinger av utviklingen kontekstualisert med beretternes egen forskning på feltet samt beskrivelser av generelle utviklingstendenser innen skole, utdanning og samfunn. Et innrammingskapittel gir metodologiske og teoretiske premisser for tekstene og et avslutningskapittel analyserer innhold i og diskuterer utkommet av essayene. Boka henvender seg til alle som er interessert i fremveksten av en profesjonalisert lærerutdanning på nordisk grunn, særlig morsmåls- og fagdidaktikere.In this book, five experienced Nordic L1-didactitians and teacher educators search for their professional roots as pupils, students, teachers, teacher educators, managers and researchers over a period of fifty years. In the form of the scientific essay, various historical professional struggles and processes that may lie behind this professionalisation are examined, partly from a critical perspective: Academisation, theorising, didacticisation, textualisation, and internationalisation, especially within first language (L1), L1 didactics and L1 didactic research. Documentation and discussion of the complex relationship between institutionalised academic operations and personal and collective knowledge development nevertheless constitute a main line in the presentation. The L1 subjects in which the descriptions are anchored are Danish, Finnish Swedish, Norwegian and Swedish. The contributions provide personal, experience-based, historical representations of the development contextualized with the narrators' own research in the field as well as descriptions of general development trends within schools, education, and society. A framing chapter provides methodological and theoretical premises for the texts and a concluding chapter analyses the content of and discusses the outcome of the essays. The book is aimed at anyone who is interested in the development of professional teacher training on a Nordic basis, especially native language and subject didactics. Although Per-Olof Erixon and Sigmund Ongstad are editors, the book has been created in close collaboration with the other contributors, Sven-Erik Hansén, Ellen Krogh, and Jon Smidt
Didaktisk professionalisering gennem et halvt århundrede
Get PDFThe chapter explores processes of academisation and didactic professionalisation of Danish upper secondary teacher education during the past half century. Departing from the author’s professional biography, light is thrown on the historical contexts that made change, reforms, and research possible within the L1 subject Danish and teacher education. Within subject Danish, disciplinary struggles regarding the positioning of literature in the subject were succeeded by a focus on writing and literacy, supported by authorities as well as research. Within teacher education, academic professionalisation has taken place since the turn of the millennium when didactic research and related in-service education was institutionalised at university level. In a final section, critical reflections on the study’s interpretations and theories of context are offered. A crucial question raised here is to what extent the biographical approach of the study has created new knowledge of the generative force of research within the contemporary Danish educational field
Morsmålsdidaktisk forskning og profesjonalisert lærerutdanning : fem nordiske beretninger om 50 års utvikling og kamp
No full textI denne boka søker fem erfarne, nordiske morsmålsdidaktikere og lærerutdannere sine faglige røtter som elever, studenter, lærere, lærerutdannere, ledere og forskere over en femtiårsperiode. I det vitenskapelige essayets form undersøkes ulike historiske fagkamper og prosesser som kan ligge bak denne profesjonaliseringen, dels i et kritisk perspektiv: Akademisering, teoretisering, didaktisering, tekstualisering og internasjonalisering, spesielt innen morsmål (L1), morsmålsdidaktikk og morsmålsdidaktisk forskning, men også fagdidaktisk forskning. Dokumentasjon og diskusjon av det komplekse forholdet mellom institusjonalisert akademisk drift og personlig og kollektiv kunnskapsutvikling utgjør likevel en hovedlinje i fremstillingen. De L1-fagene som beskrivelsene forankres i, er dansk, finlandssvensk, norsk og svensk. Bidragene gir personlige, erfaringsbaserte, historiske fremstillinger av utviklingen kontekstualisert med beretternes egen forskning på feltet samt beskrivelser av generelle utviklingstendenser innen skole, utdanning og samfunn. Et innrammingskapittel gir metodologiske og teoretiske premisser for tekstene og et avslutningskapittel analyserer innhold i og diskuterer utkommet av essayene. Boka henvender seg til alle som er interessert i fremveksten av en profesjonalisert lærerutdanning på nordisk grunn, særlig morsmåls- og fagdidaktikere.In this book, five experienced Nordic L1-didactitians and teacher educators search for their professional roots as pupils, students, teachers, teacher educators, managers and researchers over a period of fifty years. In the form of the scientific essay, various historical professional struggles and processes that may lie behind this professionalisation are examined, partly from a critical perspective: Academisation, theorising, didacticisation, textualisation, and internationalisation, especially within first language (L1), L1 didactics and L1 didactic research. Documentation and discussion of the complex relationship between institutionalised academic operations and personal and collective knowledge development nevertheless constitute a main line in the presentation. The L1 subjects in which the descriptions are anchored are Danish, Finnish Swedish, Norwegian and Swedish. The contributions provide personal, experience-based, historical representations of the development contextualized with the narrators' own research in the field as well as descriptions of general development trends within schools, education, and society. A framing chapter provides methodological and theoretical premises for the texts and a concluding chapter analyses the content of and discusses the outcome of the essays. The book is aimed at anyone who is interested in the development of professional teacher training on a Nordic basis, especially native language and subject didactics. Although Per-Olof Erixon and Sigmund Ongstad are editors, the book has been created in close collaboration with the other contributors, Sven-Erik Hansén, Ellen Krogh, and Jon Smidt
Curriculum Inquiry, Didaktik Studies and L1 Education: Framing and Informing the L1 Subjects
No full textThis chapter takes as its reference point an important debate in recent times addressed to the possibilities for dialogue between (Anglo-Saxon) curriculum inquiry and (European) Didaktik studies. At issue is the significance and value of the concepts of ‘curriculum’ and ‘didaktik’, respectively, for understanding and informing educational practice. In this chapter we provide a review of this debate, and hence the fields in question here and their organising concepts – curriculum inquiry and Didaktik studies – and then consider some of the challenges and implications that this debate presents for (re)thinking L1 education and the L1 subjects. In this account, the need for attention to the notion of ‘pedagogy’ is highlighted, based on recent arguments for the revalorisation of this concept in curriculum inquiry. Also relevant here is the distinction between general didactics and disciplinary didactics in the Didaktik tradition. A further focus is on questions of knowledge (and ‘content’), and the manner in which this issue manifests itself in L1 as a school subject.The case is made that L1 education – otherwise known as national mother-tongue education, or education in and for the national standard language – presents a unique context for engaging (in) the debate. As such, this chapter is particularly timely, given the changing circumstances of education and schooling worldwide and new social imperatives.This chapter takes as its reference point an important debate in recent times addressed to the possibilities for dialogue between (Anglo-Saxon) curriculum inquiry and (European) Didaktik studies. At issue is the significance and value of the concepts of ‘curriculum’ and ‘didaktik’, respectively, for understanding and informing educational practice. In this chapter we provide a review of this debate, and hence the fields in question here and their organising concepts – curriculum inquiry and Didaktik studies – and then consider some of the challenges and implications that this debate presents for (re)thinking L1 education and the L1 subjects. In this account, the need for attention to the notion of ‘pedagogy’ is highlighted, based on recent arguments for the revalorisation of this concept in curriculum inquiry. Also relevant here is the distinction between general didactics and disciplinary didactics in the Didaktik tradition. A further focus is on questions of knowledge (and ‘content’), and the manner in which this issue manifests itself in L1 as a school subject. The case is made that L1 education – otherwise known as national mother-tongue education, or education in and for the national standard language – presents a unique context for engaging (in) the debate. As such, this chapter is particularly timely, given the changing circumstances of education and schooling worldwide and new social imperatives
The Ongoing Technocultural Production of L1:Current Practices and Future Prospects
No full textFrom a critical-historical perspective, the subject domain of L1 can clearly be seen as a technocultural construct in at least two ways: (1) its aims and content in whatever period of history are strongly related to contemporaneous technologies enabling reception and production/inscription, and (2) how these technologies, their practices and meanings are related to the economic, social and cultural givens of a particular historical time and place. This technocultural nature of L1 is often forgotten, however, due to the naturalization of the dominant technologies of literacy. The widespread use of digital communications technologies in the last decades, in a destabilized economic and sociocultural milieu, comes to remind us this technocultural nature of the subject of L1. The chapter has three main aims. First, to describe the technocultural nature of L1 as a subject domain, connecting the past with the present, and arguing that the spirit of globalization, or even universalism, tends to frame the content, context and justification of L1 language teaching in the 21th century. This framing continues to be highly contested in a contemporary era organised almost exclusively by standards-based reforms. Second: in a spatial perspective, to focus on how and why globally circulating terms, discourses and heuristics, related to digital media in teaching L1, are used as available global resources or scientific repertoires to design local initiatives in three different educational ecologies: Australia, Denmark and Greece. Emphasis will be given to highlighting how global circulating discourses are not clear-cut scientific inventions but flexible resources that are recontextualized locally in different ways. Indicative examples are drawn from local textbooks, curricula and ethnographic classroom data. Third, to ask a more critical question about how it might be possible to move beyond historical and spatial discourse analyses to ask deeper, critical questions about the ontologies and epistemologies of a technocultural rationale and/or reality in L1 education.From a cultural perspective, it should not be surprising that technology has always played a key role in co-shaping the development of the L1 subject. However, the technocultural nature of L1 is often forgotten due to the naturalization of the dominant technologies of literacy in each historical period, such as paper and pen in the nineteenth and twentieth centuries and digital communication technologies in the late twentieth and early twenty-first centuries. In this chapter, we argue that technology is inseparable from L1 as a set of utterances, practices, and discourses, which together construct L1 subject cultures around the globe. The chapter has three main aims. First, to describe the technocultural nature of L1 as a subject domain, connecting the past with the present, and arguing that the spirit of globalization, or even universalism, tends to frame the content, context and justification of L1 language teaching in the twenty-first century. Second, from a spatial perspective, to focus on how and why globally circulating terms, discourses and heuristics, related to digital media in teaching L1, are used as available global resources and repertoires to design local initiatives in three different educational ecologies: Australia, Denmark and Greece. Emphasis is given to highlighting how globally circulating discourses are not clear-cut scientific inventions but flexible resources that are recontextualized locally in different ways. Indicative examples are drawn from local teaching practices in each country. Finally, we move beyond a historical and spatial discourse analysis to ask questions about the ontologies and epistemologies of a technocultural rationale and/or reality in L1 education
Bildung and Literacy in Subject Danish:Changing L1 Education
No full textThe chapter contributes a case-study of the L1 subject Danish in the lightof respectively Bildung and literacy, concluding in a discussion of these as perspectives of L1 education. Departing from an introduction to the core notion of Bildung, a disciplinary-didactic conceptualization of school subjects is presented and applied to subject Danish at the turn of the millennium. The study develops an argument for the relevance of the dyadic construction of the subject as an interpretative and meaning-making Bildung project connected to notions of perspective and voice. Finally, the contemporary and wider relevance of these findings are discussed. The contemporary curricular representation of subject Danish appears to confirm the findings. It may also be regarded as a bold project of didactization of subject Danish under pressure by globalizing trends of media culture and literacy demands. The discussion of these readings is related to the more general discussion of the import of the category of literacy, next to language and literature, in Nordic and wider international L1 curricula. The issue at stake is whether literacy could be regarded as a Bildung concept, possibly replacing Bildung as a general aim of L1 subjects. In conclusion, the chapter argues that the conceptualization of Bildung developed in the present analysis of subject Danish may contribute to a fruitful integration of literacy in L1 subjects since it provides arguments for the advancement of specific L1 disciplinary-didactic aims of students’ literacy development.The chapter contributes a case-study of the L1 subject Danish in the lightof respectively Bildung and literacy, concluding in a discussion of these as perspectives of L1 education. Departing from an introduction to the core notion of Bildung, a disciplinary-didactic conceptualization of school subjects is presented and applied to subject Danish at the turn of the millennium. The study develops an argument for the relevance of the dyadic construction of the subject as an interpretative and meaning-making Bildung project connected to notions of perspective and voice. Finally, the contemporary and wider relevance of these findings are discussed. The contemporary curricular representation of subject Danish appears to confirm the findings. It may also be regarded as a bold project of didactization of subject Danish under pressure by globalizing trends of media culture and literacy demands. The discussion of these readings is related to the more general discussion of the import of the category of literacy, next to language and literature, in Nordic and wider international L1 curricula. The issue at stake is whether literacy could be regarded as a Bildung concept, possibly replacing Bildung as a general aim of L1 subjects. In conclusion, the chapter argues that the conceptualization of Bildung developed in the present analysis of subject Danish may contribute to a fruitful integration of literacy in L1 subjects since it provides arguments for the advancement of specific L1 disciplinary-didactic aims of students’ literacy development
Digital humaniora : en pleonasm i den digitala kulturen
Get PDFArtikeln granskar beteckningen digital humaniora och vad den säger om några av bevekelsegrunderna för fenomenets – ”digital humaniora” – utbredning. Föreställningarna kring ”digital humaniora” diskuteras med hänsyn till frågor om bland annat kommunikationskulturer och forskningspolitik
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