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

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    • An Effective Introduction to Technology and Design in Norwegian Primary Education 

      Hansen, Pål J. Kirkeby (Design and Technology Education;15 (3), Journal article; Peer reviewed, 2010)
      How can young pupils get An effective introduction to technology and design at the primary level in the Norwegian context? This question is highlighted with examples based on case studies at five classes in two schools ...

    • Five Tips for Integrating Khan Academy in Your Course 

      Gray, William James Andrew; Lindstrøm, Christine (The Physics Teacher;Volume 57, Issue 6, Journal article; Peer reviewed, 2019-08-23)
      Khan Academy (KA) is one of the world’s most popular open educational resources (OER), with more than 57 million registered users and 15 million monthly site visits as of May 2016. It is popular with students seeking ...

    • Getting behind assessment and learning in secondary school music: A case study approach 

      Fasting, Rolf Bjarne; Sætre, Jon Helge (Beiträge empirischer Musikpädagogik;3 (1), Journal article; Peer reviewed, 2012)
      The scope of the article is to explore and understand the intertwined connections between teaching, learning and assessment in music as a school subject. Music lessons at a Norwegian lower secondary school are explored ...

    • Integrating ICT without throwing the baby out with the bathwater 

      Engen, Bård Ketil; Øgrim, Leikny (Chapter; Peer reviewed, 2009)
      This paper presents a case study of how novice schoolteachers experience the usefulness of ICT skills in their work context as professionals in compulsory schools in Norway. The first part describes the general framework ...

    • Mathematics teachers' beliefs about teaching and learning mathematics and constraints influencing their teaching practice 

      Kleve, Bodil (Chapter; Peer reviewed, 2009)
      In my doctoral work I studied three mathematics teachers in lower secondary school in Norway and how they interpreted a curriculum reform, L97 (Kleve, 2007). This was an ethnographic study which included methods as focus ...

    • Notion in Motion: Teachers’ Digital Competence 

      Johannesen, Monica; Øgrim, Leikny; Giæver, Tonje Hilde (Journal article; Peer reviewed; Journal article, 2014)
      The aim of this article is to shed critical light on the prevailing understanding of digital competence in schools and teacher education. There seems to be an emphasis on how to practice teaching with ICT throughout the ...

    • Prospective teachers navigating intersecting communities of practice: early school placement 

      Solomon, Yvette; Eriksen, Elisabeta; Smestad, Bjørn; Rodal, Camilla; Bjerke, Annette Hessen (Journal of Mathematics Teacher Education;;, Journal article; Peer reviewed, 2015-10-19)
      An issue of particular concern in mathematics teacher education is the relationship between theory and practice, and the nature of university–school partnerships. We report here on results from a research project answering ...

    • Teaching health in physical education: An action research project 

      Mong, Hanne Herigstad; Standal, Øyvind Førland (European Physical Education Review;Volume 28, Issue 3, Peer reviewed; Journal article, 2022-02-25)
      In the Norwegian curriculum for physical education (PE), health is one of several topics students should learn about. However, the way in which many educators conceptualize health can impact both what students learn and ...

    • 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 ...