Jeanne Holm Ovesen, Charlotte Overgaard, Kirsten Schultz Petersen
Semi-structured interviews of three fathers and nine mothers (aged 35–50) explore how parents experienced interacting with school personnel concerning their child’s wellbeing (aged 11–17). Through a thematic narrative analysis, two contrasting, intertwined narratives (collaboration and non-collaboration) were constructed. When characterized by appreciation, mutuality, and dynamics, interaction (collaboration) has the capacity to promote positive development and empower parents. Conversely, when characterized by rejection, neglect, and stagnation, interaction (non-collaboration) might impair development and leave parents in despair. To establish and maintain constructive home-school collaboration, we recommend a family-centered approach that addresses adolescents’ needs and acknowledges parents’ perspectives.
{"title":"Home-School Collaboration for Adolescents with Poor Wellbeing: A Qualitative Study of Parents’ Experiences","authors":"Jeanne Holm Ovesen, Charlotte Overgaard, Kirsten Schultz Petersen","doi":"10.23865/nse.v43.4050","DOIUrl":"https://doi.org/10.23865/nse.v43.4050","url":null,"abstract":"Semi-structured interviews of three fathers and nine mothers (aged 35–50) explore how parents experienced interacting with school personnel concerning their child’s wellbeing (aged 11–17). Through a thematic narrative analysis, two contrasting, intertwined narratives (collaboration and non-collaboration) were constructed. When characterized by appreciation, mutuality, and dynamics, interaction (collaboration) has the capacity to promote positive development and empower parents. Conversely, when characterized by rejection, neglect, and stagnation, interaction (non-collaboration) might impair development and leave parents in despair. To establish and maintain constructive home-school collaboration, we recommend a family-centered approach that addresses adolescents’ needs and acknowledges parents’ perspectives.","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":"139175945","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 objective of this research was to identify which learning strategies pre and in-service teachers (N = 340) recommend to students in two hypothetical learning situations, in order to examine how teachers evaluate students’ learning strategies, and to study relations between recommendations and evaluations. Among the recommended and evaluated learning strategies, four tapped deep learning, and two tapped surface learning. Results showed that teachers mainly recommended either deep-learning strategies or a combination of deep and surface-learning strategies. Teachers gave better evaluations of deep-learning strategies compared to surface-learning strategies. Differences in evaluations of surface-learning strategies and interleaving were found between teachers who recommended only deep-learning strategies and those who recommended both types of strategies.
{"title":"Teachers’ Knowledge of Students’ Learning Strategies: Recommendations and Evaluations","authors":"M. Granström, Eliis Härma, Eve Kikas","doi":"10.23865/nse.v43.5501","DOIUrl":"https://doi.org/10.23865/nse.v43.5501","url":null,"abstract":"The objective of this research was to identify which learning strategies pre and in-service teachers (N = 340) recommend to students in two hypothetical learning situations, in order to examine how teachers evaluate students’ learning strategies, and to study relations between recommendations and evaluations. Among the recommended and evaluated learning strategies, four tapped deep learning, and two tapped surface learning. Results showed that teachers mainly recommended either deep-learning strategies or a combination of deep and surface-learning strategies. Teachers gave better evaluations of deep-learning strategies compared to surface-learning strategies. Differences in evaluations of surface-learning strategies and interleaving were found between teachers who recommended only deep-learning strategies and those who recommended both types of strategies.","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":"139175775","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}
Recognizing students’ learning-related emotions and taking them into consideration are important pedagogical tools for teachers. Taking students’ views into account promotes their participation. In this study, instant video blogging (IVB) is used to collect primary school students’ first-hand accounts of their emotions in learning situations. Through an experience sampling method (ESM), 22 Finnish sixth-grade students (12–13 years old) took part in IVB nine times during this study. The verbal expressions of students were analyzed to investigate students’ emotional experiences throughout the teaching sequence. The IVB method offered direct insight into how all students experienced teaching sequences. Compared to teacher observations, IVB offers a more diverse view into students’ experiences. This information can be employed when educating future teachers, and developing instructional methods. Further, offering students the opportunity to express themselves is the first step in supporting their participation.
{"title":"Instant Video Blogging as a Tool for Students to Unveil Academic Emotions in Learning Situations","authors":"Anni Loukomies, Kalle Juuti, J. Lavonen","doi":"10.23865/nse.v43.5494","DOIUrl":"https://doi.org/10.23865/nse.v43.5494","url":null,"abstract":"Recognizing students’ learning-related emotions and taking them into consideration are important pedagogical tools for teachers. Taking students’ views into account promotes their participation. In this study, instant video blogging (IVB) is used to collect primary school students’ first-hand accounts of their emotions in learning situations. Through an experience sampling method (ESM), 22 Finnish sixth-grade students (12–13 years old) took part in IVB nine times during this study. The verbal expressions of students were analyzed to investigate students’ emotional experiences throughout the teaching sequence. The IVB method offered direct insight into how all students experienced teaching sequences. Compared to teacher observations, IVB offers a more diverse view into students’ experiences. This information can be employed when educating future teachers, and developing instructional methods. Further, offering students the opportunity to express themselves is the first step in supporting their participation.","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":"139173252","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}
Inspired by social practice theory (Lave & Wenger, 1991; Nielsen, 2016), this article adopts a contextual perspective to address school absence, specifically focusing on the relationship between parents and schools in addressing excessive school absence. The central questions of the article are: How do parents of children with excessive school absence perceive the support they receive from the school? Secondly, why do schools struggle to support parents dealing with children with excessive school absence? By exploring the experiences of parents and school staff in their interactions regarding excessive school absence, the article highlights how the organization of everyday practices influences the dynamics between schools and parents. The study is based on 41 interviews, including 24 interviews with parents, four with school leaders, four with pedagogical leaders, and 11 with teachers. The article reveals that parents of children with excessive absence describe feeling left in a communicative vacuum due to schools not taking sufficient action regarding their children’s absences. On the other hand, school staff reported challenges related to internal coordination, negotiation of responsibilities, and limited resources in implementing long-term systematic interventions for parents dealing with children with excessive school absence. The article argues that in order to understand and address school absence effectively, it is essential to consider its contextual and relational nature.
{"title":"School Absence Seen from a School Perspective and a Parent Perspective","authors":"Klaus Nielsen, Mikael Thastum","doi":"10.23865/nse.v43.4080","DOIUrl":"https://doi.org/10.23865/nse.v43.4080","url":null,"abstract":"Inspired by social practice theory (Lave & Wenger, 1991; Nielsen, 2016), this article adopts a contextual perspective to address school absence, specifically focusing on the relationship between parents and schools in addressing excessive school absence. The central questions of the article are: How do parents of children with excessive school absence perceive the support they receive from the school? Secondly, why do schools struggle to support parents dealing with children with excessive school absence? By exploring the experiences of parents and school staff in their interactions regarding excessive school absence, the article highlights how the organization of everyday practices influences the dynamics between schools and parents. The study is based on 41 interviews, including 24 interviews with parents, four with school leaders, four with pedagogical leaders, and 11 with teachers. The article reveals that parents of children with excessive absence describe feeling left in a communicative vacuum due to schools not taking sufficient action regarding their children’s absences. On the other hand, school staff reported challenges related to internal coordination, negotiation of responsibilities, and limited resources in implementing long-term systematic interventions for parents dealing with children with excessive school absence. The article argues that in order to understand and address school absence effectively, it is essential to consider its contextual and relational nature.","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":"139175102","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}
Sandra Einarsson, Anna Johansson, Ethel Kautto, Veronica Lindberg, Ann Margreth Ljusbäck, Petra Rydén, Monica Salander Ulander, Anncristine Fjellman-Wiklund, Maria Wiklund
The objective was to reflect on the experience of working collaboratively across education programmes, departments, and faculties from the perspective of university teachers at a higher education institution. Nine teachers from five programmes working together to develop a new curriculum for interprofessional education (IPE) participated in a focus group discussion. Data were analysed using thematic analysis. Findings suggest that teacher experiences can be understood in terms of teamwork processes valued from both professional and IPE experiential variations within the group. Since findings illustrate pedagogical collaboration across department and faculty boundaries, they can inspire teachers who are planning a similar process.
{"title":"Thinking and Re-thinking: A Qualitative Study of University Teachers’ Perspectives on the Development Process for a New Online Interprofessional Education Curriculum in a Swedish Higher Education Institution","authors":"Sandra Einarsson, Anna Johansson, Ethel Kautto, Veronica Lindberg, Ann Margreth Ljusbäck, Petra Rydén, Monica Salander Ulander, Anncristine Fjellman-Wiklund, Maria Wiklund","doi":"10.23865/nse.v43.4165","DOIUrl":"https://doi.org/10.23865/nse.v43.4165","url":null,"abstract":"The objective was to reflect on the experience of working collaboratively across education programmes, departments, and faculties from the perspective of university teachers at a higher education institution. Nine teachers from five programmes working together to develop a new curriculum for interprofessional education (IPE) participated in a focus group discussion. Data were analysed using thematic analysis. Findings suggest that teacher experiences can be understood in terms of teamwork processes valued from both professional and IPE experiential variations within the group. Since findings illustrate pedagogical collaboration across department and faculty boundaries, they can inspire teachers who are planning a similar process.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135937805","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}
Ole Lund, Lars Dahl Pedersen, Mikkel Snorre Wilms Boysen, Helle Marie Skovbjerg
Based on a design experiment with playful approaches to teaching in social education, the article investigates teachers’ and students’ intercorporeal exchanges and the significance this has for how students experience teaching situations designed to be playful. The article provides examples and analyses of how these exchanges may either promote or prevent teaching situations from becoming meaningful and playful. The article emphasizes the importance of developing didactic and pedagogical approaches that take the intercorporeal dimensions of playful teaching into account. Moreover, it suggests that practicing patience in a concrete physical way might be a promising pedagogical approach.
{"title":"At skabe meningsfuld legende undervisning – en bevægelsesfilosofisk undersøgelse af legende tilgange til undervisning på pædagoguddannelsen","authors":"Ole Lund, Lars Dahl Pedersen, Mikkel Snorre Wilms Boysen, Helle Marie Skovbjerg","doi":"10.23865/nse.v43.3935","DOIUrl":"https://doi.org/10.23865/nse.v43.3935","url":null,"abstract":"Based on a design experiment with playful approaches to teaching in social education, the article investigates teachers’ and students’ intercorporeal exchanges and the significance this has for how students experience teaching situations designed to be playful. The article provides examples and analyses of how these exchanges may either promote or prevent teaching situations from becoming meaningful and playful. The article emphasizes the importance of developing didactic and pedagogical approaches that take the intercorporeal dimensions of playful teaching into account. Moreover, it suggests that practicing patience in a concrete physical way might be a promising pedagogical approach.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135939232","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}
Book Review: Saeverot, H. (2022). Indirect Education: Exploring Indirectness in Teaching and Research. Routledge, Taylor & Francis Group. 140 pages. https://doi.org/10.4324/9781003193463
{"title":"Indirect Education: Exploring Indirectness in Teaching and Research","authors":"Benson Fraser","doi":"10.23865/nse.v43.5917","DOIUrl":"https://doi.org/10.23865/nse.v43.5917","url":null,"abstract":"Book Review: Saeverot, H. (2022). Indirect Education: Exploring Indirectness in Teaching and Research. Routledge, Taylor & Francis Group. 140 pages. https://doi.org/10.4324/9781003193463","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135939025","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 seeks to elaborate on some of the understandings of ‘pædagogik’ (pedagogy) that we have observed in Jens Erik Kristensen’s article ‘Pedagogy and/or educational research and educational science’ in Nordic Studies in Education (Kristensen, 2022). In this article, we present several claims in order to argue for and be able to characterize pedagogy as a science: that pedagogy as an object of study involves an institutional perspective, that pedagogy is practiced and thus calls for empirically based and theoretically informed studies of pedagogical practice, and not least that the studies of pedagogy, according to pedagogy as a science, are critical in the sense that they seek to examine the significance of pedagogical practice, question its epistemology and make it possible to think differently.
本文试图详细阐述我们在北欧教育研究(Kristensen, 2022)中Jens Erik Kristensen的文章“教育学和/或教育研究和教育科学”中观察到的对“pædagogik”(教育学)的一些理解。在这篇文章中，我们提出了几个主张，以便争论并能够将教育学定性为一门科学:作为研究对象的教育学涉及一种制度视角，教育学是实践的，因此需要基于经验和理论的教学实践研究，尤其是教育学研究，根据教育学作为一门科学，在某种意义上是至关重要的，因为它们试图检验教学实践的意义，质疑其认识论，并使不同的思考成为可能。
{"title":"Pædagogik som videnskabsfag. Replik til Jens Erik Kristensens fremstilling","authors":"Gerd Christensen, Trine Øland","doi":"10.23865/nse.v43.4032","DOIUrl":"https://doi.org/10.23865/nse.v43.4032","url":null,"abstract":"This article seeks to elaborate on some of the understandings of ‘pædagogik’ (pedagogy) that we have observed in Jens Erik Kristensen’s article ‘Pedagogy and/or educational research and educational science’ in Nordic Studies in Education (Kristensen, 2022). In this article, we present several claims in order to argue for and be able to characterize pedagogy as a science: that pedagogy as an object of study involves an institutional perspective, that pedagogy is practiced and thus calls for empirically based and theoretically informed studies of pedagogical practice, and not least that the studies of pedagogy, according to pedagogy as a science, are critical in the sense that they seek to examine the significance of pedagogical practice, question its epistemology and make it possible to think differently.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135937808","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}
Book review: Tröhler, D., Hörmann, B., Tveit, S., & Bostad, I. (eds.). (2023). The Nordic Education Model in Context: Historical Developments and Current Renegotiations. RoutledgeTaylor & Francis Group, 368 pages.
书评：Tröhler, D., Hörmann, B., Tveit, S., & Bostad, I. (eds.).(2023).北欧教育模式的背景：The Nordic Education Model in Context: Historical Developments and Current Renegotiations.RoutledgeTaylor & Francis Group, 368 pages.
{"title":"The Shadowy Existence of the Nordic Dimension in Education","authors":"Christian Ydesen","doi":"10.23865/nse.v43.5674","DOIUrl":"https://doi.org/10.23865/nse.v43.5674","url":null,"abstract":"Book review: Tröhler, D., Hörmann, B., Tveit, S., & Bostad, I. (eds.). (2023). The Nordic Education Model in Context: Historical Developments and Current Renegotiations. RoutledgeTaylor & Francis Group, 368 pages.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135982382","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 main objective of this systematic scoping review is to shed light on ITE research in the Nordic countries during the past decade. The review includes 830 studies, following established procedures. Based on our analyses we find that Nordic ITE research is mainly on ITE for the compulsory and upper secondary school years. Researchers use qualitative data, view studies, and cross-sectional studies more than other methods and designs, and show more interest in STEM, pedagogy, and 21st century skills. A digital gap map accompanies this article and provides insight into future research needs.
{"title":"What Characterizes Nordic Research on Initial Teacher Education: A Systematic Scoping Review","authors":"Sanna Forsström, Elaine Munthe","doi":"10.23865/nse.v43.5588","DOIUrl":"https://doi.org/10.23865/nse.v43.5588","url":null,"abstract":"The main objective of this systematic scoping review is to shed light on ITE research in the Nordic countries during the past decade. The review includes 830 studies, following established procedures. Based on our analyses we find that Nordic ITE research is mainly on ITE for the compulsory and upper secondary school years. Researchers use qualitative data, view studies, and cross-sectional studies more than other methods and designs, and show more interest in STEM, pedagogy, and 21st century skills. A digital gap map accompanies this article and provides insight into future research needs.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135939044","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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