This study reports preservice teachers’ perceptions of desirable and undesirable digital futures for education. Empathy-based stories were collected from 74 student teachers in Finnish professional teacher education. The findings were arranged into three positive and three negative future scenarios. In the positive scenarios, digital tools support human interaction and are subject to the teacher’s agency. Teaching and learning remain essentially human activities, whereas technology has a supportive role. In the negative scenarios, learning is reduced to the acquisition of mechanical competences managed by technology and teachers becoming machine operators. These results could guide the development of teacher education, decision-making, and education policy toward meaningful digital futures.
{"title":"Holograms or Hemorrhoids? Student Teachers’ Imaginings of the Digital Futures of Education","authors":"Hanna Teräs, Marko Teräs, Juha Suoranta","doi":"10.23865/nse.v44.5928","DOIUrl":"https://doi.org/10.23865/nse.v44.5928","url":null,"abstract":"This study reports preservice teachers’ perceptions of desirable and undesirable digital futures for education. Empathy-based stories were collected from 74 student teachers in Finnish professional teacher education. The findings were arranged into three positive and three negative future scenarios. In the positive scenarios, digital tools support human interaction and are subject to the teacher’s agency. Teaching and learning remain essentially human activities, whereas technology has a supportive role. In the negative scenarios, learning is reduced to the acquisition of mechanical competences managed by technology and teachers becoming machine operators. These results could guide the development of teacher education, decision-making, and education policy toward meaningful digital futures.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is based on a content analysis of the concept of play in the national curriculum for Norwegian kindergartens and schools from 1996 until 2020. The results show how play’s place in the curriculum has changed in a period characterized by changing knowledge discourses. The results also illuminate how perspectives on play, either as a goal in itself or a means for other purposes, have been written and have developed within and between the documents in line with these discourses. The study contributes knowledge on how national curricula frame the conditions for play in children’s institutional lives.
{"title":"Lekens lange linjer: En historisk analyse av lekbegrepet i læreplandokumenter for norske barnehager og skoler fra 1996 til 2020","authors":"Jostein Paulgård Østmoen, Terese Wilhelmsen","doi":"10.23865/nse.v44.6248","DOIUrl":"https://doi.org/10.23865/nse.v44.6248","url":null,"abstract":"This article is based on a content analysis of the concept of play in the national curriculum for Norwegian kindergartens and schools from 1996 until 2020. The results show how play’s place in the curriculum has changed in a period characterized by changing knowledge discourses. The results also illuminate how perspectives on play, either as a goal in itself or a means for other purposes, have been written and have developed within and between the documents in line with these discourses. The study contributes knowledge on how national curricula frame the conditions for play in children’s institutional lives.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is a conversation between Kristin Knudsen and Herner Sæverot regarding Sæverot's latest collection of poetry, Dødspolstret liv (Death-stuffed Life).
{"title":"En lyrisk dannelsesreise. Herner Sæverot bokbades av Kristin Knudsen","authors":"K. Knudsen","doi":"10.23865/nse.v44.6497","DOIUrl":"https://doi.org/10.23865/nse.v44.6497","url":null,"abstract":"The article is a conversation between Kristin Knudsen and Herner Sæverot regarding Sæverot's latest collection of poetry, Dødspolstret liv (Death-stuffed Life).","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141361494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tine Nielsen, Dag Munck Lindemann, Line Toft, Morten Pettersson, Laura Schou Jensen, Emma Heise Nielsen, Gitte Gorm Larsen
Field practice is pivotal in teacher education, serving both as a bridge connecting the theoretical and practical dimensions of the teaching profession in real-world schools, and as a place for acquiring the complex core skills of the profession in their own right. While prior work has mainly explored general teacher self-efficacy, or broad student-related concerns in field practice, there is surprisingly little knowledge of the specific teacher and teaching-related practices that might challenge student teachers during field practice. This study aims to address this gap by exploring the issue both from the student teacher and the field-practice teacher perspective. Utilizing focus groups and individual interviews with students and field-practice teachers, the study employs content analysis, and an innovative agreement circle to identify which practices students may doubt they can enact/engage in while in field practice. The findings highlight four main areas of concern stemming from both students and field practice teachers: adaptability in teaching; balancing subject knowledge with pedagogical competence; classroom leadership; and teaching independently. The study also uncovers discrepancies between student teachers, who are preoccupied with their teaching performance, and field-practice teachers, who also emphasize the importance of collaborative practices with, for example, parents. The study opens a new field of inquiry and is the first step towards a theory of practice self-efficacy in education. Future research could focus on creating measurement tools to evaluate student teacher efficacy in field practice within the four identified areas, thereby enabling identification of early challenges, assessment of field-practice effectiveness, and the provision of tailored field-practice preparation.
{"title":"Teacher and Teaching-related Practices Student Teachers May Have Difficulty Believing They Can Enact/Engage in While in Field Practice: Perspectives from Student Teachers and Teachers in Field-practice Schools","authors":"Tine Nielsen, Dag Munck Lindemann, Line Toft, Morten Pettersson, Laura Schou Jensen, Emma Heise Nielsen, Gitte Gorm Larsen","doi":"10.23865/nse.v44.6190","DOIUrl":"https://doi.org/10.23865/nse.v44.6190","url":null,"abstract":"Field practice is pivotal in teacher education, serving both as a bridge connecting the theoretical and practical dimensions of the teaching profession in real-world schools, and as a place for acquiring the complex core skills of the profession in their own right. While prior work has mainly explored general teacher self-efficacy, or broad student-related concerns in field practice, there is surprisingly little knowledge of the specific teacher and teaching-related practices that might challenge student teachers during field practice. This study aims to address this gap by exploring the issue both from the student teacher and the field-practice teacher perspective. Utilizing focus groups and individual interviews with students and field-practice teachers, the study employs content analysis, and an innovative agreement circle to identify which practices students may doubt they can enact/engage in while in field practice. The findings highlight four main areas of concern stemming from both students and field practice teachers: adaptability in teaching; balancing subject knowledge with pedagogical competence; classroom leadership; and teaching independently. The study also uncovers discrepancies between student teachers, who are preoccupied with their teaching performance, and field-practice teachers, who also emphasize the importance of collaborative practices with, for example, parents. The study opens a new field of inquiry and is the first step towards a theory of practice self-efficacy in education. Future research could focus on creating measurement tools to evaluate student teacher efficacy in field practice within the four identified areas, thereby enabling identification of early challenges, assessment of field-practice effectiveness, and the provision of tailored field-practice preparation.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141363181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Receiving newly arrived migrant pupils poses a dilemma in terms of what special provisions they should have in schools. In Denmark, the dilemma is deferred to municipalities. In Aalborg Municipality, the two dominating approaches, direct enrollment and reception classes, were recontextualized into a third way mixed reception approach in 2022. Through classroom observations and interviews, this article asks: How does school staff handle reception when the two dominating reception approaches are politically transformed into a new mixed approach? The article shows that the dominating approaches affect the division between specialized teachers’ and mainstream teachers’ handling and understanding of reception.
{"title":"Dilemmas in Reception of Newly Arrived Migrant Students: A Local Third Way?","authors":"Nanna Ramsing Enemark","doi":"10.23865/nse.v44.6066","DOIUrl":"https://doi.org/10.23865/nse.v44.6066","url":null,"abstract":"Receiving newly arrived migrant pupils poses a dilemma in terms of what special provisions they should have in schools. In Denmark, the dilemma is deferred to municipalities. In Aalborg Municipality, the two dominating approaches, direct enrollment and reception classes, were recontextualized into a third way mixed reception approach in 2022. Through classroom observations and interviews, this article asks: How does school staff handle reception when the two dominating reception approaches are politically transformed into a new mixed approach? The article shows that the dominating approaches affect the division between specialized teachers’ and mainstream teachers’ handling and understanding of reception.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141366388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study responds to calls for more nuanced research on school actors’ autonomy in contexts characterized by multiple governance configurations. It investigates school leaders’ autonomy when enacting policy requirements in public and private school contexts, with Norway as an example. The study draws on qualitative data from eight leaders in diverse school contexts, revealing how the increased standardization of competence and assessment requirements challenges school leaders’ autonomy in private and public schools. Using the idea of gap management (Knapp & Hopmann, 2017), we find that there is little overall difference between state-funded private schools and traditional public schools. However, we did find variation in how standardization challenges school leaders’ autonomy. The variation in school leaders’ autonomy seems to lie within the visions of the schools and school leaders.
{"title":"School Leaders’ Autonomy in Public and Private School Contexts: Blurring Policy Requirements","authors":"Alessandra Dieudé, Tine S. Prøitz","doi":"10.23865/nse.v44.5762","DOIUrl":"https://doi.org/10.23865/nse.v44.5762","url":null,"abstract":"This study responds to calls for more nuanced research on school actors’ autonomy in contexts characterized by multiple governance configurations. It investigates school leaders’ autonomy when enacting policy requirements in public and private school contexts, with Norway as an example. The study draws on qualitative data from eight leaders in diverse school contexts, revealing how the increased standardization of competence and assessment requirements challenges school leaders’ autonomy in private and public schools. Using the idea of gap management (Knapp & Hopmann, 2017), we find that there is little overall difference between state-funded private schools and traditional public schools. However, we did find variation in how standardization challenges school leaders’ autonomy. The variation in school leaders’ autonomy seems to lie within the visions of the schools and school leaders.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140211926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article posits (in section 1.1) a perspective of general education (allgemeine Pädagogik, almen pædagogik). In section 1.2, I look into the claim that the educational programs of pedagogical professionality as well as research related to schooling in Denmark is currently marked by a deficit of the dimension of Tradierung, recreation of tradition (Vejleskov & Winther-Jensen, 2017; Laursen, 2018; Prange, 2000). In section 2 the article unpacks the pedagogical theory of Klaus Prange (1939–2019) as a plausible remedy for this challenge. Prange’s theory is introduced with a special focus on his distinction between a) the ‘inter-generational handing-over of tradition’ (in german the Tradierung of ‘upbringing’) and b) the transformative dimension of an open becoming (inherent in the concept of ‘learning’). The implications of this are explicated. In section 3, Prange’s theory is contrasted with Erling Lars Dale’s concept of ‘pedagogical professionality’ (Dale, 1998). By means of this comparison, Prange’s exhortation is highlighted to prevent a technical pragmatism from dominating the concept of pedagogical competence. A central key for Prange in his pedagogical attempt to avoid the slide of educational programs into organizational competencies of technical pragmatism is presented (in section 4.1) with an emphasis on his concept of Erziehende Unterricht (upbringing by means of teaching). As an elaboration of this part of Prange’s argument, the article constructs (in section 4.2) the concept of the ‘pedagogical culture-figure’. A concept which functions as a further remedy for the identified deficit of Tradierung.
{"title":"Klaus Pranges pædagogiske distinktion mellem opdragelse (tradering) og læring (transformation): Den pædagogisk-professionelle som kulturfigur","authors":"Frederik Pio","doi":"10.23865/nse.v44.5730","DOIUrl":"https://doi.org/10.23865/nse.v44.5730","url":null,"abstract":"The article posits (in section 1.1) a perspective of general education (allgemeine Pädagogik, almen pædagogik). In section 1.2, I look into the claim that the educational programs of pedagogical professionality as well as research related to schooling in Denmark is currently marked by a deficit of the dimension of Tradierung, recreation of tradition (Vejleskov & Winther-Jensen, 2017; Laursen, 2018; Prange, 2000). In section 2 the article unpacks the pedagogical theory of Klaus Prange (1939–2019) as a plausible remedy for this challenge. Prange’s theory is introduced with a special focus on his distinction between a) the ‘inter-generational handing-over of tradition’ (in german the Tradierung of ‘upbringing’) and b) the transformative dimension of an open becoming (inherent in the concept of ‘learning’). The implications of this are explicated. In section 3, Prange’s theory is contrasted with Erling Lars Dale’s concept of ‘pedagogical professionality’ (Dale, 1998). By means of this comparison, Prange’s exhortation is highlighted to prevent a technical pragmatism from dominating the concept of pedagogical competence. A central key for Prange in his pedagogical attempt to avoid the slide of educational programs into organizational competencies of technical pragmatism is presented (in section 4.1) with an emphasis on his concept of Erziehende Unterricht (upbringing by means of teaching). As an elaboration of this part of Prange’s argument, the article constructs (in section 4.2) the concept of the ‘pedagogical culture-figure’. A concept which functions as a further remedy for the identified deficit of Tradierung.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140220780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Veruska De Caro-Barek, D. A. Lysne, Robin Støckert, Ole K. Solbjørg, Kari Anne Flem Røren
This paper presents a discussion of Radcliffe’s pedagogy-space-technology (PST) framework for the development, implementation, and evaluation of learning spaces in light of Merleau-Ponty’s Phenomenology of Perception. The following research questions have guided the theoretical discussion: In which ways can Merleau-Ponty’s body-subject phenomenology enlighten Radcliffe’s framework? How can Merleau-Ponty’s body-subject paradigm be integrated into the development and implementation of hybrid learning environments? The reference to an exploratory case study within the frame of a larger research project will support the theoretical argumentation. In the study, the genesis of an innovative learning environment linked to a cross-institution master’s program located at two Norwegian universities will serve as an example.
{"title":"Places of Learning: A Discussion of Radcliffe’s Framework for Learning Spaces in Light of Merleau-Ponty’s Phenomenology","authors":"Veruska De Caro-Barek, D. A. Lysne, Robin Støckert, Ole K. Solbjørg, Kari Anne Flem Røren","doi":"10.23865/nse.v44.5654","DOIUrl":"https://doi.org/10.23865/nse.v44.5654","url":null,"abstract":"This paper presents a discussion of Radcliffe’s pedagogy-space-technology (PST) framework for the development, implementation, and evaluation of learning spaces in light of Merleau-Ponty’s Phenomenology of Perception. The following research questions have guided the theoretical discussion: In which ways can Merleau-Ponty’s body-subject phenomenology enlighten Radcliffe’s framework? How can Merleau-Ponty’s body-subject paradigm be integrated into the development and implementation of hybrid learning environments? The reference to an exploratory case study within the frame of a larger research project will support the theoretical argumentation. In the study, the genesis of an innovative learning environment linked to a cross-institution master’s program located at two Norwegian universities will serve as an example.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140220080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Currently, inclusion is embraced, and the digitalisation of society is one of the salient issues of our time. The aim here is to describe and analyse the use of digital technology and online activities in inclusive preschools in the context of the Swedish preschool. Direct semi-structured observations were conducted in seven inclusive preschools. The results show that various digital technologies and online activities have been implemented, and that these technologies and activities facilitate and enhance preschool inclusion in several ways, both directly and indirectly. The study expands our knowledge about digital technology, young children with disabilities, and preschool inclusion.
{"title":"Digital Technology, Young Children with Disabilities, and Preschool Inclusion: An Observation Study in the Context of the Swedish Preschool","authors":"Johanna Lundqvist, Patrik Arvidsson","doi":"10.23865/nse.v44.5684","DOIUrl":"https://doi.org/10.23865/nse.v44.5684","url":null,"abstract":"Currently, inclusion is embraced, and the digitalisation of society is one of the salient issues of our time. The aim here is to describe and analyse the use of digital technology and online activities in inclusive preschools in the context of the Swedish preschool. Direct semi-structured observations were conducted in seven inclusive preschools. The results show that various digital technologies and online activities have been implemented, and that these technologies and activities facilitate and enhance preschool inclusion in several ways, both directly and indirectly. The study expands our knowledge about digital technology, young children with disabilities, and preschool inclusion.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140215731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anne-Lene Sand, Jens-Ole Jensen, H. Skovbjerg, Hanne Hede Jørgensen
Based on a design-based research project and ethnographic observations of children’s play in school and after-school activities, the paper analyses how children participate in play. Using participatory sense-making (De Jaegher & Di Paolo, 2007) the main contribution of this paper is to show diversity in sensory, playful participation in children’s play, and emphasise the importance of paying attention to the not spoken, sensory, embodied movements that children share when playing. The analysis illustrates that children participate in play through a sensory engagement, which is short, intense and not spoken, and by taking part in other children’s and adults’ participatory approaches.
本文基于一个以设计为基础的研究项目和对儿童在学校和课后活动中游戏的人种学观 察，分析了儿童如何参与游戏。通过参与式感官制造（De Jaegher & Di Paolo, 2007），本文的主要贡献在于展示了儿童游戏中感官和游戏参与的多样性，并强调了关注儿童在游戏时所分享的非言语、感官和身体动作的重要性。分析表明，儿童通过感官参与游戏，这种参与是短暂的、强烈的和不说话的，并通过参 与其他儿童和成人的参与方式。
{"title":"Can I Join in? Understanding Children’s Participation in Play","authors":"Anne-Lene Sand, Jens-Ole Jensen, H. Skovbjerg, Hanne Hede Jørgensen","doi":"10.23865/nse.v43.5511","DOIUrl":"https://doi.org/10.23865/nse.v43.5511","url":null,"abstract":"Based on a design-based research project and ethnographic observations of children’s play in school and after-school activities, the paper analyses how children participate in play. Using participatory sense-making (De Jaegher & Di Paolo, 2007) the main contribution of this paper is to show diversity in sensory, playful participation in children’s play, and emphasise the importance of paying attention to the not spoken, sensory, embodied movements that children share when playing. The analysis illustrates that children participate in play through a sensory engagement, which is short, intense and not spoken, and by taking part in other children’s and adults’ participatory approaches.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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