Blar i LUI - Institutt for grunnskole- og faglærerutdanning på emneord "Teacher education"

Viser treff 1-20 av 20

    • A collaborative approach to teaching about teaching using models-based practice: developing coherence in one PETE module 

      Hordvik, Mats Melvold; Haugen, Anders L. Hage; Engebretsen, Berit; Møller, Lasse; Fletcher, Tim (Physical Education and Sport Pedagogy;Volume 26, 2021 - Issue 5, Journal article; Peer reviewed, 2020-08-28)
      Background: The current interest in models-based practice (MBP) as an innovation and framework has necessitated deeper understanding of both what MBP is and how teacher educators teach pre-service teachers about innovative ...

    • Developing professional knowledge and skilled practice through literary conversations in various didactic contexts 

      Strand, Torill; Michaelsen, Eva (Procedia - Social and Behavioral Sciences;178, Journal article; Peer reviewed, 2015)
      The paper presents a project of literary conversations in a college course for teachers and in elementary schools. The project was conducted in a part time continuing education course (30 ECTS credits) as a cooperation ...

    • The development of pre-service teachers' self-efficacy in teaching mathematics 

      Bjerke, Annette Hessen (Journal article; Peer reviewed, 2017)
      Teacher efficacy has received much attention in the general field of educational research, but applications in mathematics teacher education are few. In order to deepen the understanding of the nature and development of ...

    • Digital diet planning task in a Food and health subject curriculum in teacher education 

      Müller, Hanne; Søberg, Lilja Elina Kaarina Palovaara (International Journal of Home Economics;Volume 13, Issue 1, Journal article; Peer reviewed, 2020)
      This practitioners’ inquiry focuses on students’ and teacher educator’s experiences and reflections in implementing a digital diet planning task (DPT) as a learning/teaching method in an academic primary and secondary ...

    • Introducing the PEAT model to frame professional digital competence in teacher education 

      McDonagh, Adrian; Camilleri, Patrick; Engen, Bård Ketil; McGarr, Oliver (Nordic Journal of Comparative and International Education (NJCIE);Vol. 5 No. 4 (2021): Special Issue: Digital Competence in Teacher Education across Europe, Peer reviewed; Journal article, 2021-11-30)
      This paper puts forward a case for using the PEAT model in teacher education, a framework designed to capture the different dimensions of teachers’ professional digital competence (PDC). The model arose from an Erasmus+funded ...

    • Learners providing feedback on teaching: Pre-service teachers’ perceptions of a teacher assessment arrangement 

      Eriksen, Harald; Lejonberg, Eli; Tschannen-Moran, Megan; Christophersen, Knut-Andreas; Elstad, Eyvind (Scandinavian Journal of Educational Research;, Journal article; Peer reviewed, 2020-12-02)
      Teaching practice periods are intended to prepare pre-service teachers for their professional lives as teachers. With this in mind, we have developed a tool for gathering feedback from learners taught by teachers-in-training ...

    • Learning from differences - towards professionalism via international course 

      Steinsvik, Brit; Bortkeviciene, Virginija; Gunntorsdottir, Hermina; Ivanova, Ilze; Hjâlmskog, Karin; Maaranen, Katriina (Nordic Journal of Comparative and International Education (NJCIE);Vol 2 No 4 (2018): General Issue: Research in Comparative Education Revealing the Work Ahead in Ensuring Respect for Inalienable Right, Journal article; Journal article; Peer reviewed, 2018-12-15)
      This paper presents a case study of an intensive international course aimed at pre-service teachers and having a focus on inclusion. The course was funded by Nordplus. Twenty-three students from six Baltic and Nordic ...

    • Lærerutdanning i kroppsøving og idrettsfag på masternivå - muligheter og utfordringer 

      Borgen, Jorunn Spord; Løndal, Knut; Moen, Kjersti Mordal; Aasland, Erik; Lyngstad, Idar (Nordisk tidsskrift for utdanning og praksis;Vol. 14, No. 3, 2020, Peer reviewed; Journal article, 2021-01-22)
      I denne artikkelen undersøker vi fremtidige muligheter og utfordringer i femårige lærerutdanninger i kroppsøving og idrettsfag på masternivået, i lys av kvalitet og relevans for fagfeltet. I undersøkelsen ble det benyttet ...

    • Making Sense of Sustainable Development 

      Storhaug, Marit; Eie, Siv (Chapter; Peer reviewed, 2020)
      In this chapter, we share results on student teachers’ experiences as participants in a Storyline on sustainable living. The aims of this Storyline project were twofold: firstly, to enhance the participants’ understanding ...

    • Master's thesis - a tool for professional development. Newly qualified teachers' experiences of master's theses in research-based teacher education. 

      Eklund, Gunilla Brita Maria; Aspfors, Jessica; Hansen, Sven-Erik (Nordisk tidsskrift for utdanning og praksis;Vol. 13, No. 2, 2019, Journal article; Peer reviewed, 2019-11-26)
      This study aims to investigate teachers’ experiences regarding their master’s theses directly after finishing teacher education and after one year in the profession. Previous research exposes the field as problematising ...

    • Norwegian Teacher Educators’ Reflections on Inquiry-Based Teaching and Learning in Science Teacher Education 

      Strat, Tonje Tomine Seland; Jegstad, Kirsti Marie (Journal of Science Teacher Education;, Peer reviewed; Journal article, 2022-10-12)
      Inquiry-based science education (IBSE) has been a key element in science education for the past decade and should therefore be a key element of pre-service teacher (PST) education as well. This study aims to explore how ...

    • Nurturing global consciousness through internationalization. 

      Helleve, Mette Birgitte (Nordic Journal ofComparative and International Education (NJCIE);Vol. 3 No. 4 (2019): General issue: Nordic Comparative and International Education Moving Forward, Peer reviewed; Journal article, 2019-12-11)
      The topic of this article is nurturing global consciousness through internationalization in teacher education. As a teacher educator, I have been supervising 29 student teachers in their three-month practice in Namibia and ...

    • The role of multidisciplinarity in developing teachers’ professional digital competence 

      Johannesen, Monica; Øgrim, Leikny (Nordic Journal of Comparative and International Education (NJCIE);Vol. 4 No. 3-4 (2020): Perspectives on teachers’ transdisciplinary professional competence, Journal article; Peer reviewed, 2020-12-29)
      In this article, we describe how multidisciplinary activities in a teacher education programme fostered the development of student teachers’ professional digital competence. Based on naturally occurring and interview data, ...

    • Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment 

      Höper, Jan; Jegstad, Kirsti Marie; Remmen, Kari Beate (Chemistry Education Research and Practice (CERP);, Peer reviewed; Journal article, 2021-12-15)
      Learning science outdoors can enhance the understanding of theoretical scientific content taught in the classroom. However, learners are rarely afforded the opportunity to go outdoors to learn chemistry. This study ...

    • Studenters møte med en FoU-basert grunnskolelærerutdanning 

      Thorsen, Kirsten Elisabeth; Lundberg, Pål (UNIPED;Årgang 44, nr. 3-2021, Peer reviewed; Journal article, 2021-09-15)
      Styringsdokumenter for grunnskolelærerutdanning på masternivå legger vekt på utvikling av studentenes profesjonelle FoU-kompetanse. I denne studien, som inngår i et større prosjekt om profesjonell lærerkompetanse, stiller ...

    • 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 ...

    • Tradeoffs in combining domain-specific and generic skills' practice in minecraft in social studies in teacher education 

      Mørch, Anders Irving; Eie, Siv; Mifsud, Louise (CEUR Workshop Proceedings;Vol-2101; Cultures of Participation in the Digital Age 2018, Journal article; Peer reviewed, 2018-05-23)
      In this paper, we describe our efforts to combine generic (domain general) and domain-specific skills’ practice in the same digital learning environment. We have implemented part of the social studies subject curriculum ...

    • Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators 

      Hordvik, Mats Melvold; Fletcher, Tim; Haugen, Anders L. Hage; Møller, Lasse; Engebretsen, Berit (Teaching and Teacher Education : An International Journal of Research and Studies;Volume 101, May 2021, 103318, Peer reviewed; Journal article, 2021-03-05)
      The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study ...

    • Using the metaphor of orchestration to make sense of facilitating teacher educator professional development 

      Hordvik, Mats Melvold; Fletcher, Tim; Haugen, Anders L. Hage; Engebretsen, Berit; Møller, Lasse (European Journal of Teacher Education;, Peer reviewed; Journal article, 2021-07-14)
      The purpose of this research was to examine the ways that a metaphor could help describe and make sense of the facilitation practices of a teacher educator who collaborated in a self-study of teacher education practice ...

    • When anxiety matters as a condition of possibility: About student-teachers’ anxiety experiences towards becoming a teacher 

      Helleve, Mette Birgitte; Æsøy, Knut Ove (Encyclopaideia. Journal of phenomenology and education;Vol. 25, n.60 (2021), Peer reviewed; Journal article, 2021-08-05)
      The purpose of this study is to explore the emotional dimension of the student-teachers’ experiences, which is marked by anxiety. This study is based on a combination of a phenomenological informed theoretical framework ...