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dc.contributor.authorRyen, Erik
dc.contributor.authorJegstad, Kirsti Marie
dc.coverage.spatialNorwayen_US
dc.date.accessioned2022-05-25T08:29:32Z
dc.date.available2022-05-25T08:29:32Z
dc.date.created2022-02-18T20:49:41Z
dc.date.issued2022-02-05
dc.identifier.issn2535-4051
dc.identifier.urihttps://hdl.handle.net/11250/2996142
dc.description.abstractThis article investigates how a group of Norwegian teachers experience working at a ‘thinking school’ (i.e. a school that cooperates with UK-based consultancy Thinking Matters). The context is curriculum development in Norway, where schools and teachers are given increasing freedom in terms of what methods to apply and what content to teach while being expected to reflect and develop collectively as professional communities. In this setting, it is interesting to see how teachers utilise the tools and models offered by an external actor and how they negotiate between these and their own pedagogical ideas as well as the demands put on them by the curriculum. We approached this study by firstly analysing two documents published by Thinking Matters, and secondly by asking how the teachers experience the effects of the thinking school approach on pupils’ learning and themselves as professional teachers. We interviewed five teachers who emphasised several positive aspects of working within the thinking school approach. However, in this article, we also identify some tensions resulting from the adoption of a whole-school approach that emphasises the methods that teachers should use and that pupils should master as a way of achieving the overarching aims of the curriculum.en_US
dc.language.isoengen_US
dc.publisherOsloMet - Storbyuniversiteteten_US
dc.relation.ispartofseriesNordic Journal of Comparative and International Education (NJCIE);Vol. 6 No. 1 (2022)
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectThinking school approachesen_US
dc.subjectPupils’ learningen_US
dc.subjectTeachers as professionalsen_US
dc.subjectTeachersen_US
dc.title‘It is like a hammer and toothbrush; you need it for the rest of your life’ – Five Norwegian teachers’ experiences of working at a ‘thinking school’en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 Erik Ryen & Kirsti Marie Jegstaden_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.7577/njcie.4347
dc.identifier.cristin2003550
dc.source.journalNordic Journal of Comparative and International Education (NJCIE)en_US
dc.source.volume6en_US
dc.source.issue1en_US
dc.source.pagenumber1-18en_US


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal