Browsing SPS - Documents by Subject "VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280"
Now showing items 1-12 of 12
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Accountable for what and to whom? Changing representations and new legitimation discourses among teachers under increased external control.
(Journal of Educational Change;April 2013, Journal article; Peer reviewed, 2013-04-06)This article discusses how teachers construct new representations about accountability and professionalism in the context of increased external control. Over the last decade in particular, concerns about the quality of ... -
Akademisering av yrkesutdanninger - fra frigjøring til tvang
(Peer reviewed; Journal article, 2021) -
Autonomy, Candour and Professional Teacher Practice: A Discussion Inspired by the Later Works of Michel Foucault
(Journal of Philosophy of Education;45 (4), Journal article; Peer reviewed, 2011-08-22)Autonomy is considered to be an important feature of professionals and to provide a necessary basis for their informed judgments. In this article these notions will be challenged. In this article I use Michel Foucault’s ... -
How early and how long?
(Nordisk Barnehageforskning;5 (7), Journal article; Peer reviewed, 2012-01)Day care centres have become a normal part of Norwegian childhood, even among quite small children. In 1970 less than 3 per cent of Norwegian children of pre-school were enrolled. At the end of 2009 as much as 70 per ... -
Koherens i lærarutdanninga
(Norsk pedagogisk tidsskrift;98(1), Journal article; Peer reviewed, 2014)Tema for artikkelen er spenningane og motsetnadene i lærarutdanninga og diskusjonen om korleis samanhengen kan styrkast og relevansen aukast. Vi tar utgangspunkt i omgrepet koherens slik det er brukt i internasjonale bidrag, ... -
Lavt sensorsamsvar : kan det bedres?
(UNIPED;34 (4), Journal article; Peer reviewed, 2011)Etter innføringen av Kvalitetsreformen er kravet om ekstern sensur redusert betydelig i høgre utdanning. Antallet sensorer er også redusert. Dermed forutsettes det at sensureringen holder høy kvalitet, også når den bare ... -
Læring i yrket : i møtet mellom erfarne og nyutdannede
(Chapter; Peer reviewed, 2010)Nyutdannede og erfarne lærere som samarbeider systematisk om planleggingen og gjennomføringen av undervisningen har høyere opplevd mestring enn de som ikke gjør det. Kollegiale fellesskap er viktige for både nyutdannede ... -
Placement training and learning outcomes in social work education
(Studies in Higher Education;, Journal article; Peer reviewed, 2020-04-21)Field placement has traditionally been an important component of professional and vocational education programmes, and there is a growing interest in workplace experience in higher education programmes in general. In this ... -
Practice educators’ emphasis on research in supervision of occupational therapy students
(Peer reviewed; Journal article, 2021)Background: One approach to promote students’ use of research in future practice involves integrating students’ research use in supervision during practice placements. Studies examining this aspect of supervision in practice ... -
Relasjonsorientert praksis og stabile læringsfellesskap : kontekstuelle og relasjonelle forhold i klasserom på skoler med lite atferdsproblemer
(Paideia;1 (2), Journal article; Peer reviewed, 2011-11)Denne artikkelen presenterer og diskuterer kontekstuelle forhold i klasserom med henholdsvis store og små kjennetegn på atferdsproblemer. Ut fra en stor undersøkelse ble tre skoler med lite atferdsproblemer og tre skoler ... -
The relationship among learning outcome measures used in higher education
(Quality in Higher Education;Volume 24 - Issue 2, Journal article; Peer reviewed, 2018-07-09)Although grades are still considered important signifiers of graduates’ quality, greater attention has been paid to other measures of learning outcomes in higher education. This shift in attention is attributed to an ... -
The valuation of knowledge and normative reflection in teacher qualification. A comparison of teacher educators, novice and experienced teachers.
(Teaching and Teacher Education;30, Journal article; Peer reviewed, 2012)The transition from teacher education to work in schools has been described as an “epistemic clash”. Teacher educators’, novice teachers’ and experienced teachers’ valuation of the academic, practical and normative demands ...