The current study is a collective self-study on how we as 15 teacher educators at a university in Norway tried to improve our teaching through working with cases with the aim of better supporting student teachers in making links between theory and practice. We wanted to address the common criticism in teacher education concerning a perceived gap between practice and theory.Our presupposition was that one way to prepare student teachers for work and bring together theoretical and practical knowledge would be through case-based teaching. We agreed that we wanted to try different ways of working with cases and to follow our own actions with research and conduct a self-study. Throughout the project, each teacher educator experienced to learn about case-based teaching, but our joint learning was limited due to practical issues and lack of time. With teacher education as a shared responsibility, our conclusion is that teacher educators need time to develop as a team, not only as individual teachers.
SAMMENDRAG:Økt tilstrømming av mennesker med flukt-og innvandringsbakgrunn har aktualisert behovet for kunnskap om virkningsfulle integreringstiltak. I de senere årene har bruk av ordinaert arbeidsliv fått økt oppmerksomhet innen integreringsfeltet. Tiltak som bruker ordinaer arbeidsplass som opplaerings-og kvalifiseringsarena er imidlertid svaert forskjellige, fra ulike varianter av «arbeid først»-innganger hvor målet er å få flyktninger og innThis article is downloaded from www.idunn.no.
Academic writing is perceived as pivotal in students' academic as well as professional competence development. However, the relation between academic writing and professional competence has not been empirically investigated. The purpose of this study is to examine how academic writing contributes into school leaders' competence development, and further what qualities in feedback on
Kindergartens are institutional arenas for raising the nation through educating children in an every-day setting. With the implementation of the Framework Plan of 2017 (FP), the notion of “Sàmi culture” became part of the mandatory curriculum in all Norwegian kindergartens for the first time. All kindergartens are now expected to ensure that children develop respect for, and solidarity with, the diversity of Sàmi culture. This paper based on policy analysis and interviews in kindergartens investigates how the notion of “Sàmi culture” is part of the national Framework Plan (FP) for kindergartens and how it is understood and implemented in kindergartens. The concept of everyday nationalism sheds light on tensions involved in including indigenous rights and perspectives in a national Framework Plan. Including indigenous rights and cultures as part of a national Framework Plan can widen the content of what it means to belong in a national state as well as sharpen the lines and maintain boundaries. Conceptions of diversity are an integral part of the messiness involved in drawing boundaries and in the making of the everyday nationalism, suggesting that the relationship between diversity and everyday nationalism deserves more interrogation.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.