In this paper, we present exemplarity as an alternative to the dominant evidence framework, and as the proper foundation for pedagogical reflection and action. This paper focuses attention on how exemplarity can serve to elicit and develop educational judgement. In other words, rather than evidence, teachers need good and bad examples of ways of acting and being to shape and sharpen their educational judgement. By turning to the exemplary approach, the space of reflection is widened, and educational judgement is challenged and provoked. The paper highlights how teacher judgement is formed through the challenge of examples.
{"title":"Om eksemplaritet og lærer(ud)dannelse. Fra mimesis til autonomi","authors":"M. T. Korsgaard, Christian Clausen","doi":"10.23865/nse.v42.3675","DOIUrl":"https://doi.org/10.23865/nse.v42.3675","url":null,"abstract":"In this paper, we present exemplarity as an alternative to the dominant evidence framework, and as the proper foundation for pedagogical reflection and action. This paper focuses attention on how exemplarity can serve to elicit and develop educational judgement. In other words, rather than evidence, teachers need good and bad examples of ways of acting and being to shape and sharpen their educational judgement. By turning to the exemplary approach, the space of reflection is widened, and educational judgement is challenged and provoked. The paper highlights how teacher judgement is formed through the challenge of examples.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49440779","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}
What idea of «Saaminess» is presented and produced by the current Saami and non-Saami national curricula of the Norwegian primary school? Our discourse analysis focussing on the interpellation of pupils shows that the two curricula express different attitudes towards Saaminess, and indeed to education. Saami pupils are interpellated primarily into recognizing and strengthening their Saami identity, and less to be critically inclined and independent-minded. In contrast the non-Saami curriculum focus on disciplinary skills, and has critical method as its fundament. Both curricula may be understood as initiations to dogmatic communities of ideology. We conclude that all teachers should read both plans within their fields, as each complement the other.
{"title":"«Samiskheit» i Kunnskapsløftet 2020: Ei diskursanalytisk lesing av Fagfornyinga1","authors":"L. Sem, A. Kolberg","doi":"10.23865/nse.v42.3527","DOIUrl":"https://doi.org/10.23865/nse.v42.3527","url":null,"abstract":"What idea of «Saaminess» is presented and produced by the current Saami and non-Saami national curricula of the Norwegian primary school? Our discourse analysis focussing on the interpellation of pupils shows that the two curricula express different attitudes towards Saaminess, and indeed to education. Saami pupils are interpellated primarily into recognizing and strengthening their Saami identity, and less to be critically inclined and independent-minded. In contrast the non-Saami curriculum focus on disciplinary skills, and has critical method as its fundament. Both curricula may be understood as initiations to dogmatic communities of ideology. We conclude that all teachers should read both plans within their fields, as each complement the other.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41969393","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 based on a case study. The collection of empirical material took place within a Development project. The focus is on the emerging insights of a group of Finnish-Swedish didacticians and practitioners collaborating on subject integration. The empirical material consists of text documents, audio and video recordings from collaborative meetings between the project participants. The article highlights conducive conditions to consider when implementing interdisciplinary teaching. The article illuminates insights that can act as catalysts for changes in practice for both didacticians and practitioners.
{"title":"En fallstudie om finlandssvenska lärares insikter från ett utvecklingsprojekt","authors":"Ann-Sofi Röj-Lindberg, Juha Hartvik, Malin Ingves","doi":"10.23865/nse.v42.3181","DOIUrl":"https://doi.org/10.23865/nse.v42.3181","url":null,"abstract":"The article is based on a case study. The collection of empirical material took place within a Development project. The focus is on the emerging insights of a group of Finnish-Swedish didacticians and practitioners collaborating on subject integration. The empirical material consists of text documents, audio and video recordings from collaborative meetings between the project participants. The article highlights conducive conditions to consider when implementing interdisciplinary teaching. The article illuminates insights that can act as catalysts for changes in practice for both didacticians and practitioners.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45248680","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 aim is to discuss in what ways annually written plans regarding preschool could support the work to counteract abusive treatment and discrimination. The empirical material consists of 89 documents. The result shows three different forms of plans; rendering-, descriptive- and analysis-based plans where the former completely lack of contextual anchoring. The results are discussed in relation to Ball’s concepts performativity and fabrications. This article discusses how performative control, including ability to measure, evaluate and compare preschools, can influence the teachers to fabricate the content. This study can give further knowledge of how these plans can be understood and for whom they are written.
{"title":"För vem finns planer att motverka kränkningar och diskriminering i förskolan?","authors":"Anna Rantala, Mia Heikkilä","doi":"10.23865/nse.v42.3342","DOIUrl":"https://doi.org/10.23865/nse.v42.3342","url":null,"abstract":"The aim is to discuss in what ways annually written plans regarding preschool could support the work to counteract abusive treatment and discrimination. The empirical material consists of 89 documents. The result shows three different forms of plans; rendering-, descriptive- and analysis-based plans where the former completely lack of contextual anchoring. The results are discussed in relation to Ball’s concepts performativity and fabrications. This article discusses how performative control, including ability to measure, evaluate and compare preschools, can influence the teachers to fabricate the content. This study can give further knowledge of how these plans can be understood and for whom they are written.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45929506","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 aim of this article is to examine Swedish principals’ conception of their leadership role when realising research-based teaching in relation to research traditions. The study is based on ten principals’ conceptions of research-based teaching, analysed phenomenographically. The results indicate that application of research results is in several respects the most dominant notion of what teaching on a scientific basis entails. The conceptions of the principals’ derive from traditionally accepted beliefs and expectations, which is in line with how national reforms are implemented. Instructional and transformational leadership models are represented when leading schools toward research-based teaching.
{"title":"Leading the Development of Research-based Teaching: A Swedish Case","authors":"Ylva Ståhle","doi":"10.23865/nse.v42.3206","DOIUrl":"https://doi.org/10.23865/nse.v42.3206","url":null,"abstract":"The aim of this article is to examine Swedish principals’ conception of their leadership role when realising research-based teaching in relation to research traditions. The study is based on ten principals’ conceptions of research-based teaching, analysed phenomenographically. The results indicate that application of research results is in several respects the most dominant notion of what teaching on a scientific basis entails. The conceptions of the principals’ derive from traditionally accepted beliefs and expectations, which is in line with how national reforms are implemented. Instructional and transformational leadership models are represented when leading schools toward research-based teaching.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68917059","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}
Amalía Björnsdóttir, Knut-Andreas Christophersen, E. Elstad, Thurídur Jóhannsdóttir, Are Turmo
The focus in this study is on the antecedents of Icelandic student teachers’ instructional self-efficacy in classroom management and ability to support learner engagement. We examine how student teachers’ instructional self-efficacy relates to their experience in the teacher education programme, including campus preparation and practice teaching in schools. Data were gathered from 191 compulsory school student teachers. The results show that experiences with problem behaviour in the classroom are negatively related to student teachers’ efficacy in classroom management. Further, perceptions of the relevance of campus experiences are strongly related to student teachers’ efficacy in classroom management. The implications for practice and future research are discussed.
{"title":"Teacher Education and the Roots of Icelandic Student Teachers’ Instructional Self-Efficacy","authors":"Amalía Björnsdóttir, Knut-Andreas Christophersen, E. Elstad, Thurídur Jóhannsdóttir, Are Turmo","doi":"10.23865/nse.v42.3129","DOIUrl":"https://doi.org/10.23865/nse.v42.3129","url":null,"abstract":"The focus in this study is on the antecedents of Icelandic student teachers’ instructional self-efficacy in classroom management and ability to support learner engagement. We examine how student teachers’ instructional self-efficacy relates to their experience in the teacher education programme, including campus preparation and practice teaching in schools. Data were gathered from 191 compulsory school student teachers. The results show that experiences with problem behaviour in the classroom are negatively related to student teachers’ efficacy in classroom management. Further, perceptions of the relevance of campus experiences are strongly related to student teachers’ efficacy in classroom management. The implications for practice and future research are discussed.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43292166","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 aims to investigate how teachers carry out their professional responsibility in daily teaching. It is conducted at a school that offers language training programs for adult immigrants and refugees. The data is based on participant observation in classrooms and interviews with the teachers. The findings indicate that a clear consciousness of the role of a teacher seems to be a “governing principle” for the practice of professional responsibility, whether the role concerns being accountable regarding the teacher’s contract with the greater society or moral considerations in the daily student and teacher interaction.
{"title":"On Teachers’ Interpretations of Responsibility in a Norwegian Language Training Programme","authors":"Aslaug Kristiansen","doi":"10.23865/nse.v42.3246","DOIUrl":"https://doi.org/10.23865/nse.v42.3246","url":null,"abstract":"This study aims to investigate how teachers carry out their professional responsibility in daily teaching. It is conducted at a school that offers language training programs for adult immigrants and refugees. The data is based on participant observation in classrooms and interviews with the teachers. The findings indicate that a clear consciousness of the role of a teacher seems to be a “governing principle” for the practice of professional responsibility, whether the role concerns being accountable regarding the teacher’s contract with the greater society or moral considerations in the daily student and teacher interaction.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46186263","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 first part and main part of this article describes the conflictual entry of two different interdisciplinary concepts of ‘educational research’ in Denmark during two periods including the specific tensions between these two concepts and the local established forms of pedagogical reserach: the entry during the 1970s of a new critical and sociological concept of educational research inspired by German neomarxism and ‘kritische Erziehungswissenschaft’, and the entry of the Anglo-American concept of ‘educational research’ around 2000 in the wake of the OECD’s National Review on Educational R & D in Denmark 2004. Unlike traditional pedagogical thinking and research these concepts are primarily geared towards a social scientific (sociological, economic, and political) understanding of education. The second part of the article is focused on the local reorganization of the field of educational research that occurred with the opening of the new Danish University of Education (Danmarks Pædagogiske Universitet) in 2000. It shows how and why the concept of educational sciences unlike Norway and Sweden did not occur in Denmark until 2010 and with a very limited diffusion in comparison to the concept of educational research. In the third and final part, the article discusses the problems in translating ‘education’ with ‘uddannelse’ in the Nordic languages and follows the semantic transformations of the Danish concept of ‘uddannelse’ during the last 50 years. It shows how it has become the cover term for all kinds of educational but also political, economic and managerial matters making it rather difficult to say what educational research and educational sciences are sciences of and all about.
{"title":"Pædagogik og/eller uddannelsesforskning og uddannelsesvidenskab?: Danske konstellationer og spændinger","authors":"J. E. Kristensen","doi":"10.23865/nse.v42.3796","DOIUrl":"https://doi.org/10.23865/nse.v42.3796","url":null,"abstract":"The first part and main part of this article describes the conflictual entry of two different interdisciplinary concepts of ‘educational research’ in Denmark during two periods including the specific tensions between these two concepts and the local established forms of pedagogical reserach: the entry during the 1970s of a new critical and sociological concept of educational research inspired by German neomarxism and ‘kritische Erziehungswissenschaft’, and the entry of the Anglo-American concept of ‘educational research’ around 2000 in the wake of the OECD’s National Review on Educational R & D in Denmark 2004. Unlike traditional pedagogical thinking and research these concepts are primarily geared towards a social scientific (sociological, economic, and political) understanding of education. The second part of the article is focused on the local reorganization of the field of educational research that occurred with the opening of the new Danish University of Education (Danmarks Pædagogiske Universitet) in 2000. It shows how and why the concept of educational sciences unlike Norway and Sweden did not occur in Denmark until 2010 and with a very limited diffusion in comparison to the concept of educational research. In the third and final part, the article discusses the problems in translating ‘education’ with ‘uddannelse’ in the Nordic languages and follows the semantic transformations of the Danish concept of ‘uddannelse’ during the last 50 years. It shows how it has become the cover term for all kinds of educational but also political, economic and managerial matters making it rather difficult to say what educational research and educational sciences are sciences of and all about.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44957131","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 purpose of this essay is to analyse changes in the field of education sciences and research in Sweden. In focus are matters of research relevancing in relation to intellectual organization and scientific ethos. Three periods are identified: Academic Establishment 1890-1940; Scientific Expansion 1940-1990; and Academic Fragmentation 1990-onwards). These periods are related to different ways of relevancing educational sciences and to research positions. External pressures are increasing, in turn stressing demands for the research community to analyse and discuss these pressures and their constraints and opportunities in relation to educational research and premises for knowledge organisation and scientific ethos.
{"title":"Vetenskap, profession och politik: Om förändring av det pedagogiska kunskapsområdet i Sverige","authors":"S. Lindblad","doi":"10.23865/nse.v42.3787","DOIUrl":"https://doi.org/10.23865/nse.v42.3787","url":null,"abstract":"The purpose of this essay is to analyse changes in the field of education sciences and research in Sweden. In focus are matters of research relevancing in relation to intellectual organization and scientific ethos. Three periods are identified: Academic Establishment 1890-1940; Scientific Expansion 1940-1990; and Academic Fragmentation 1990-onwards). These periods are related to different ways of relevancing educational sciences and to research positions. External pressures are increasing, in turn stressing demands for the research community to analyse and discuss these pressures and their constraints and opportunities in relation to educational research and premises for knowledge organisation and scientific ethos.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43443153","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}
Herner Sæverot, M. Brekke, Dziuginta Baraldsnes, Glenn-Egil Torgersen
The topic of this study is pedagogical research at Norwegian teacher education schools. The research question we ask is: How should, according to educationists, pedagogical research in teacher education be perceived? The purpose of the study is to provide a picture of the educationists’ opinions of problem areas and questions regarding pedagogical research. To map this, we use an exploratory mixed method, with a qualitative preliminary study and a quantitative main study. The theoretical framework describes the main features of the institutional development and perceptions of Norwegian pedagogical research and appears as a background for the analysis and discussion. The findings show individual differences among the educationists of our study concerning perceptions of pedagogy as a research field. We found no systematic variation between different educational institutions or background variables (gender, teaching or research experience). This implicates a discussion of pedagogic as research area in order to strengthen pedagogic as a scientific discipline.
{"title":"Om pedagogisk forskning ved norske lærerutdanninger: Pedagogikkutdanneres oppfatninger av pedagogisk forskning","authors":"Herner Sæverot, M. Brekke, Dziuginta Baraldsnes, Glenn-Egil Torgersen","doi":"10.23865/nse.v42.3786","DOIUrl":"https://doi.org/10.23865/nse.v42.3786","url":null,"abstract":"The topic of this study is pedagogical research at Norwegian teacher education schools. The research question we ask is: How should, according to educationists, pedagogical research in teacher education be perceived? The purpose of the study is to provide a picture of the educationists’ opinions of problem areas and questions regarding pedagogical research. To map this, we use an exploratory mixed method, with a qualitative preliminary study and a quantitative main study. The theoretical framework describes the main features of the institutional development and perceptions of Norwegian pedagogical research and appears as a background for the analysis and discussion. The findings show individual differences among the educationists of our study concerning perceptions of pedagogy as a research field. We found no systematic variation between different educational institutions or background variables (gender, teaching or research experience). This implicates a discussion of pedagogic as research area in order to strengthen pedagogic as a scientific discipline.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43182842","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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