Blar i LUI - Institutt for grunnskole- og faglærerutdanning på emneord "VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280"

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    • The role of professional identity in patterns of use of multiple-choice assessment tools 

      Johannesen, Monica; Habib, Laurence (Technology, Pedagogy and Education;19, (1), Journal article; Peer reviewed, 2010-03)
      This article uses the notion of professional identity within the framework of actor network theory to understand didactic practices within three faculties in an institution of higher education. The study is based on a ...

    • The Role of Virtual Learning Environments in a Primary School Context: An Analysis of Inscription of Assessment Practices 

      Johannesen, Monica (British Journal of Educational Technology;Early View, Journal article; Peer reviewed, 2012-03-19)
      Virtual Learning Environments (VLEs) appear to be one of the most widely used computer-based technologies for teaching and learning, and may emerge as a potential tool for e-assessment. However, little is known about how ...

    • Rom og reiser i RLE. Innspill til pluralistisk og gjestfri RLE-didaktikk. 

      Nicolaisen, Tove (Prismet;64(1), Journal article; Peer reviewed, 2014)
      According to the curriculum the Norwegian religious education subject should be «objective, critical and pluralistic» (Curriculum for Religion, Philosophies of Life and Ethics 2008). In spite of this, normality constructs ...

    • Scientifically designed teacher education: Teacher educators’ perceptions in Finland and Norway 

      Aspfors, Jessica; Eklund, Gunilla; Holand, Anna Marie; Fiskum, Tove Anita; Hansèn, Sven-erik; Jegstad, Kirsti Marie (Peer reviewed; Journal article, 2021)
      This paper investigatesteacher educators’ perceptions of scientificallydesigned teacher education in Fin-landandNorwayand asksthe followingresearch questions:How do teacher educators in Finlandand Norway perceive ...

    • Skolefritidsordningen: Barns aktivitetstid? 

      Løndal, Knut; Bergsjø, Carl-Henrik (FoU i Praksis;2006, Chapter; Peer reviewed, 2007-04)
      Med bakgrunn i helseargument har flere offentlige utredninger slått fast at barn er for lite fysisk aktive (Helsedepartementet, 2003; Utdannings- og forskningsdepartementet, 2003, 2004), og det er tallfestet anbefalinger ...

    • Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway 

      Gudmundsdottir, Greta Björk; Gassó, Héctor Hernández; Rubio, Juan Carlos Colomer; Hatlevik, Ove Edvard (Computers & Education;Volume 152, July 2020, 103877, Journal article; Peer reviewed, 2020-03-31)
      Information and communication technology (ICT) has become an important component of initial teacher education (ITE) in Europe and in the continuous professional development of practising teachers. The development of ...

    • Support to Teachers in a Context of Educational Change and Poverty:a case study from South Africa 

      Olsen, Sissel Tove (Policy Futures in Education;11(3), Journal article; Peer reviewed, 2013)
      This article presents a case study aimed at describing and exploring the needs for – and provision of – formal support in South African primary schools, examining, in particular, the significance of organisational development ...

    • Teaching art and design in a digital age: challenges facing Ugandan teacher educators 

      Tusiime, Wycliff Edwin; Johannesen, Monica; Gudmundsdottir, Greta Björk (Journal of Vocational Education and Training;, Journal article; Peer reviewed, 2020-06-26)
      Although the use of digital technologies in teacher education has reached advanced stages in the developed world, it is still in its infancy in many developing countries, including Uganda. In their struggle to advance the ...

    • Technology in L1: A Review of Empirical Research Projects in Scandinavia 1992-2014 

      Elf, Nikolaj Frydensbjerg; Hanghøj, Thorkild; Skaar, Håvard; Erixon, Per-Olof (L1-Educational Studies in Language and Literature;, Journal article; Peer reviewed, 2015)
      In recent decades, several Scandinavian research projects have had an explicit focus on how technology intervenes in L1 (or so-called Mother Tongue Education) practices in Swedish, Norwegian and Danish educational contexts, ...

    • Teoretisk bakgrunn for tre kvalitative studier med vekt på kultur, på identitet og på betydningen av medierende språk for læring 

      Penne, Sylvi (Chapter; Peer reviewed, 2014)
      Til tross for sterk politisk satsning på skole og utdanning, viser kvantitative studier at sosiale ulikheter i det norske skolesystemet øker (Bakken 2004, 2009, Huang 2008, Bakken & Elstad, 2012). Tre av delprosjektene som ...

    • Tilpasset opplæring i ulik skolearkitektur 

      Vinje, Erlend (FORMakademisk;6(1), Journal article; Peer reviewed, 2013)
      I denne artikkelen har jeg undersøkt ulike læreres opplevelser av, forestillinger om og preferanser til to ulike former for skolearkitektur. Artikkelen er basert på observasjon av, og intervjuer med, syv lærere. Tre av ...

    • TPACK Analysis of Communities of Practice: The Context of the Norwegian Knowledge Promotion Curriculum Reform 

      Engelien, Kirsti; Giæver, Tonje Hilde; Johannesen, Monica; Klevenberg, Bente; Knain, Erik; Nore, Hæge (Chapter; Peer reviewed, 2009)
      This article presents three cases from the Norwegian national project "Learning Networks" to illustrate the challenges met by teachers trying to implement educational technology in their teaching. The Knowledge Promotion ...

    • TPACK as shared, distributed knowledge 

      Nore, Hæge; Engelien, Kirsti; Johannesen, Monica (Chapter; Peer reviewed, 2010)
      This article is summing up experiences from five years of Learning Networks established to facilitate the implementation of basic skills in all subjects and on all levels of primary and secondary education in Norway. ...

    • A Tripartite Cooperation? The Challenges of School-University Collaboration in Mathematics Teacher Education in Norway 

      Bjerke, Annette Hessen; Eriksen, Elisabeta; Rodal, Camilla; Smestad, Bjørn; Solomon, Yvette (Proceedings of the International Groups for the Psychology of Mathematics Education;(2), Journal article; Peer reviewed, 2013-07-07)
      One goal of Norway’s new primary teacher education programme of 2010 was improved school placement: the relationship between the teacher education institution, practice schools and pre-service teachers was to be formalized ...

    • Using the schoolyard as a setting for learning chemistry: A sociocultural analysis of pre-service teachers’ talk about redox chemistry 

      Jegstad, Kirsti Marie; Höper, Jan; Remmen, Kari Beate (Peer reviewed; Journal article, 2021)
      The schoolyard as a setting for teaching and learning is rarely the focus of chemistry education research. Therefore, a chemistry unit combining activities in the classroom and the schoolyard was designed to support ...

    • Vurdering for læring : kjennetegn på måloppnåelse 

      Martinussen, Geir; Tellefsen, Helga Kufaas (FoU i Praksis; 2009, Chapter; Peer reviewed, 2010)
      ”Et felles løft for bedre vurderingspraksis” er et prosjekt som ble igangsatt av Utdanningsdirektoratet i 2007 for å undersøke felles kjennetegn på måloppnåelse i blant annet matematikk. Dette kan bidra til en mer faglig ...