Subjects -> EDUCATION (Total: 2328 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (31 journals)
    - EDUCATION (1997 journals)
    - HIGHER EDUCATION (141 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (35 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (38 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (1997 journals)            First | 3 4 5 6 7 8 9 10     

Showing 1201 - 857 of 857 Journals sorted alphabetically
Jurnal Biologi Edukasi     Open Access  
Jurnal Candrasangkala Pendidikan Sejarah     Open Access  
Jurnal Curricula     Open Access  
Jurnal Dinamika Pendidikan     Open Access  
Jurnal Dinamika Penelitian : Media Komunikasi Penelitian Sosial Keagamaan     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Jurnal Hadhari : An International Journal     Open Access   (Followers: 2)
Jurnal Ilmiah KORPUS     Open Access  
Jurnal Ilmiah Potensia     Open Access  
Jurnal Ilmiah Sekolah Dasar     Open Access  
Jurnal Ilmu Pendidikan     Open Access   (Followers: 3)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Inovasi Teknologi Pendidikan     Open Access   (Followers: 4)
Jurnal IPA & Pembelajaran IPA     Open Access  
Jurnal Kajian Bimbingan dan Konseling     Open Access   (Followers: 1)
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 2)
Jurnal Kependidikan     Open Access   (Followers: 5)
Jurnal Kependidikan : Penelitian Inovasi Pembelajaran     Open Access   (Followers: 2)
Jurnal Keperawatan Profesional     Open Access  
Jurnal Konseling dan Pendidikan     Open Access  
Jurnal Manajemen dan Supervisi Pendidikan (JMSP)     Open Access  
Jurnal Pelangi     Open Access  
Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi     Open Access  
Jurnal Pencerahan     Open Access   (Followers: 1)
Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Biologi     Open Access  
Jurnal Pendidikan Biologi Indonesia     Open Access  
Jurnal Pendidikan Bisnis dan Manajemen     Open Access  
Jurnal Pendidikan Edutama     Open Access  
Jurnal Pendidikan Ekonomi     Open Access  
Jurnal Pendidikan Fisika     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan Humaniora : Journal of Humanities Education     Open Access   (Followers: 1)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2)
Jurnal Pendidikan Islam     Open Access   (Followers: 2)
Jurnal Pendidikan Karakter     Open Access   (Followers: 1)
Jurnal Pendidikan Malaysia     Open Access   (Followers: 1)
Jurnal Pendidikan Matematika Raflesia     Open Access  
Jurnal Pendidikan Nonformal     Open Access  
Jurnal Pendidikan Sains     Open Access   (Followers: 2)
Jurnal Pendidikan Teknologi dan Kejuruan     Open Access  
Jurnal Pendidikan Vokasi     Open Access  
Jurnal Penelitian dan Evaluasi Pendidikan     Open Access  
Jurnal Penelitian Pembelajaran Matematika Sekolah     Open Access  
Jurnal Penelitian Pendidikan     Open Access  
Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement)     Open Access  
Jurnal PGSD     Open Access  
Jurnal Prima Edukasia     Open Access   (Followers: 1)
Jurnal Pro-Life     Open Access  
Jurnal PROMKES : Jurnal Promosi Kesehatan dan Pendidikan Kesehatan Indonesia (The Indonesian Journal of Health Promotion and Health Education)     Open Access  
Jurnal Psikoedukasi dan Konseling     Open Access  
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Jurnal Riset Pendidikan Matematika     Open Access  
Jurnal Sosiologi Pendidikan Humanis     Open Access  
Jurnal Taman Vokasi     Open Access  
Jurnal Tatsqif     Open Access  
Jurnal Varidika     Open Access  
Jurnal Visi Ilmu Pendidikan     Open Access  
K-12 STEM Education     Open Access   (Followers: 2)
Kappa Delta Pi Record     Hybrid Journal   (Followers: 2)
Karaelmas Eğitim Bilimleri Dergisi     Open Access  
Kasuari : Physics Education Journal     Open Access  
Kasvatus & Aika     Open Access  
Kerygma und Dogma     Hybrid Journal  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kleio     Full-text available via subscription   (Followers: 1)
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan     Open Access  
KONSELI : Jurnal Bimbingan dan Konseling     Open Access  
Koulu ja menneisyys     Open Access  
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Kronos : The Language Teaching Journal     Open Access  
KULA : knowldge creation, dissemination, and preservation studies     Open Access  
Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science     Open Access  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
L2 Journal     Open Access   (Followers: 4)
Land Forces Academy Review     Open Access  
Language and Education     Hybrid Journal   (Followers: 18)
Language Literacy : Journal of Linguistics, Literature, and Language Teaching     Open Access   (Followers: 3)
Language Teaching     Hybrid Journal   (Followers: 32)
Language Teaching Research     Hybrid Journal   (Followers: 24)
Language Testing in Asia     Open Access   (Followers: 2)
Language, Culture and Curriculum     Hybrid Journal   (Followers: 8)
Language, Speech, and Hearing Services in Schools     Full-text available via subscription   (Followers: 12)
Laplage em Revista     Open Access   (Followers: 1)
Large-scale Assessments in Education     Open Access  
Latin American Journal of Content & Language Integrated Learning     Open Access  
LATISS Learning and Teaching in the Social Sciences     Hybrid Journal  
Law Teacher     Hybrid Journal   (Followers: 11)
Le Pédagogue     Open Access  
Leadership and Policy in Schools     Hybrid Journal   (Followers: 10)
Leading and Managing     Full-text available via subscription   (Followers: 3)
Learning & Behavior     Full-text available via subscription   (Followers: 4)
Learning : Research and Practice     Hybrid Journal  
Learning and Individual Differences     Hybrid Journal   (Followers: 11)
Learning and Instruction     Hybrid Journal   (Followers: 29)
Learning and Motivation     Hybrid Journal   (Followers: 17)
Learning and Teaching     Full-text available via subscription   (Followers: 3)
Learning and Teaching : The International Journal of Higher Education in the Social Sciences     Full-text available via subscription   (Followers: 10)
Learning and Teaching Mathematics     Full-text available via subscription   (Followers: 7)
Learning Disabilities Research & Practice     Hybrid Journal   (Followers: 14)
Learning, Culture and Social Interaction     Hybrid Journal   (Followers: 3)
Learning, Media and Technology     Hybrid Journal   (Followers: 54)
Lectura : Jurnal Pendidikan     Open Access  
Legal Education Review     Full-text available via subscription   (Followers: 4)
Les dossiers des sciences de l’éducation     Open Access  
Lidil     Open Access  
LingTera     Open Access  
Lingua Franca : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
Linguistics and Education     Hybrid Journal   (Followers: 12)
Linhas Criticas     Open Access  
Lisanul' Arab : Journal of Arabic Learning and Teaching     Open Access   (Followers: 1)
LITERA     Open Access  
Literacy     Hybrid Journal   (Followers: 5)
Literacy in Composition Studies     Open Access  
Literacy Learning: The Middle Years     Full-text available via subscription   (Followers: 6)
Literacy Research : Theory, Method, and Practice     Full-text available via subscription   (Followers: 5)
Literacy Research and Instruction     Hybrid Journal   (Followers: 3)
LLT Journal : A Journal on Language and Language Teaching     Open Access  
LO SCALPELLO-OTODI Educational     Hybrid Journal  
LOEX Quarterly     Full-text available via subscription   (Followers: 22)
LOGIKA Jurnal Ilmiah Lemlit Unswagati Cirebon     Open Access  
London Review of Education     Open Access   (Followers: 5)
Longitudinal and Life Course Studies     Full-text available via subscription   (Followers: 2)
LUMAT : International Journal on Math, Science and Technology Education     Open Access  
LUMAT-B : International Journal on Math, Science and Technology Education     Open Access  
MADARASAH Jurnal Pendidikan dan Pembelajaran Dasar     Open Access   (Followers: 1)
Maestro y Sociedad     Open Access  
Magister : Revista de Formación del Profesorado e Innovación Educativa     Open Access  
Magister : Revista de Investigación Educativa     Full-text available via subscription  
Management in Education     Hybrid Journal   (Followers: 11)
Management Teaching Review     Hybrid Journal   (Followers: 1)
Manajemen Pendidikan     Open Access  
Manajer Pendidikan     Open Access  
MaPan : Jurnal Matematika dan Pembelajaran     Open Access  
MarcoELE     Open Access  
Marketing of Scientific and Research Organizations     Open Access  
Mask     Full-text available via subscription   (Followers: 1)
Matemáticas, Educación y Sociedad     Open Access  
Mathematical Methods in the Applied Sciences     Hybrid Journal   (Followers: 4)
Mathematics Education Journal     Open Access   (Followers: 1)
Mathematics Education Research Journal     Partially Free   (Followers: 17)
McGill Journal of Education / Revue des sciences de l'éducation de McGill     Open Access   (Followers: 3)
Media Practice and Education     Hybrid Journal   (Followers: 8)
Medical Education     Hybrid Journal   (Followers: 73)
Medical Education Development     Open Access   (Followers: 14)
Medical Education Online     Open Access   (Followers: 33)
Medical Science Educator     Hybrid Journal   (Followers: 2)
MEDICC Review     Open Access  
Medienwelten - Zeitschrift für Medienpädagogik     Open Access  
Mediterranean Journal of Social Sciences     Open Access  
Mentoring & Tutoring: Partnership in Learning     Hybrid Journal   (Followers: 8)
Mesure et évaluation en éducation     Full-text available via subscription   (Followers: 1)
Metacognition and Learning     Hybrid Journal   (Followers: 9)
Method & Theory in the Study of Religion     Hybrid Journal   (Followers: 10)
Metro Magazine: Media & Education Magazine     Full-text available via subscription   (Followers: 3)
Michigan Journal of Community Service Learning     Free   (Followers: 3)
Mid-Atlantic Education Review     Open Access   (Followers: 1)
MIDA : Jurnal Pendidikan Dasar Islam     Open Access  
Middle Grades Review     Open Access  
Millenium : Journal of Education, Technologies, and Health     Open Access  
Mimbar Pendidikan : Jurnal Indonesia untuk Kajian Pendidikan     Open Access  
MIMBAR PENDIDIKAN : Jurnal Indonesia untuk Kajian Pendidikan (Indonesian Journal for Educational Studies)     Open Access  
Mind, Brain, and Education     Hybrid Journal   (Followers: 6)
Minerva     Hybrid Journal   (Followers: 14)
Miscelánea Comillas. Revista de Ciencias Humanas y Sociales     Open Access  
Modelling in Science Education and Learning     Open Access   (Followers: 1)
Modulema : Revista Científica sobre Diversidad Cultural     Open Access   (Followers: 1)
Morphologie     Full-text available via subscription  
Movimento     Open Access  
MSOR Connections     Open Access   (Followers: 1)
Muaddib : Studi Kependidikan dan Keislaman     Open Access  
MULTIárea : Revista de didáctica     Open Access  
Multicultural Perspectives     Hybrid Journal   (Followers: 6)
Multidisciplinary Journal of Educational Research     Open Access   (Followers: 3)
Multilingual Education     Open Access   (Followers: 3)
Muróbbî : Jurnal Ilmu Pendidikan     Open Access  
Music Education Research     Hybrid Journal   (Followers: 14)
Music Educators Journal     Hybrid Journal   (Followers: 8)
Musica Docta     Open Access   (Followers: 1)
MUST : Journal of Mathematics Education, Science and Technology     Open Access   (Followers: 1)
Nadwa : Jurnal Pendidikan Islam     Open Access  
NALS Journal     Open Access  
NASPA Journal About Women in Higher Education     Hybrid Journal   (Followers: 3)
NASSP Bulletin     Hybrid Journal   (Followers: 1)
National Identities     Hybrid Journal   (Followers: 6)
National Institute Economic Review     Hybrid Journal   (Followers: 10)
Natural Science     Open Access   (Followers: 9)
Nature Methods     Full-text available via subscription   (Followers: 418)
Near and Middle Eastern Journal of Research in Education     Open Access   (Followers: 1)
Netla     Open Access  
New Directions for Adult & Continuing Education     Hybrid Journal   (Followers: 7)
New Directions for Community Colleges     Hybrid Journal   (Followers: 3)
New Directions for Higher Education     Hybrid Journal   (Followers: 17)
New Directions for Institutional Research     Hybrid Journal   (Followers: 4)
New Directions for Student Services     Hybrid Journal  
New Directions for Teaching & Learning     Hybrid Journal   (Followers: 13)
New Educational Approaches     Open Access  
New Zealand Journal of Educational Studies     Hybrid Journal   (Followers: 2)

  First | 3 4 5 6 7 8 9 10     

Similar Journals
Journal Cover
Nordisk tidsskrift for pedagogikk og kritikk
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2387-5739
Published by Cappelen Damm Akademisk Homepage  [6 journals]
  • Evidensbasert praksis: Utvalgte kontroverser

    • Authors: Tone Kvernbekk
      Abstract: Evidensbasert praksis (EBP) er en stor tematikk med forgreninger i mange retninger, for eksempel epistemologi, metode, normativitet, kausalitet, rom for skjønn, forskningens rolle overfor praksis, etc. Ikke overraskende er uenigheten stor. I denne artikkelen diskuterer jeg fire utvalgte kontroverser: Hva «basert» betyr, evidensbegrepet, instrumentalitet og standardisering av praksis. Det finnes naturligvis flere kontroverser, men nettopp i disse er det mange misforståelser ute og går. Artikkelen er tenkt å bidra til oppklaring av ulike misforståelser, men også til nødvendig nyansering og tvisyn om EBP. English abstract Evidence-based practice (EBP) comprises a multitude of topics and has many ramifications, including epistemological, methodological, normative and ontological ones. Not surprisingly disagreement reigns. In this article I discuss four selected controversies: What “based” might mean, the concept of evidence, instrumentality, and the standardization of practice. These four are selected because they, as I see it, are the home of many misunderstandings. This article aims to help clarify matters, and to contribute to more nuanced discussions about EBP.
      PubDate: 2018-08-14
      DOI: 10.23865/ntpk.v4.1153
      Issue No: Vol. 4 (2018)
       
  • Lengten etter barnehagekunnskap. Når erfarne assistenter ønsker å bli
           barnehagelærere

    • Authors: Wenche Aasen, Johanna Birkeland
      Abstract: Artikkelen handler om bakgrunner for assistenters utdanningsvalg og deres syn på verdien av kompetanse
      i barnehagearbeidet. Målet er, gjennom en kvalitativ tilnærming, å forstå hvorfor erfarne assistenter vil bli barnehagelærere i en praksis der de utfører mange av de samme praktiske og pedagogiske oppgaver som barnehagelæreren gjør. Vi undersøker hvilke erfaringer med barnehagelærernes kompetanse som har inspirert assistenter til å ville utdanne seg til barnehagelærere. Som deltidsstudenter med erfaring som assistenter ble de i starten av utdanningen oppfordret til å skrive praksisfortellinger om vendepunkter som førte til utdanningsvalget. I praksisfortellingene kommer det frem at de beundrer barnehagelærernes arbeid med barna og ser betydningen av den profesjonelle kompetansen i barnehagearbeidet. De trekker blant annet frem barnehagelærerens barnesyn og deres ledende tilstedeværelse i praksis. De har også forventninger til egen læring og utvikling i barnehagearbeidet. De forteller i liten grad om posisjonskamper. I møte med utydelige
      barnehagelærere beskriver de uro og irritasjon når de må overta barnehagelærerens ansvars- og
      arbeidsoppgaver. English abstract This article is about kindergarten assistants’ backgrounds for taking a part time Kindergarten Teacher Education, and their experiences and views on the value of professional skills in kindergarten work. The goal is to understand why experienced kindergarten assistants want to become kindergarten teachers, since in practice both kindergarten assistants and teachers already perform many of the same practical and educational tasks. Our research question is what experiences with kindergarten teachers’ competence have inspired kindergarten assistants to pursue an education as kindergarten teachers' The study uses a qualitative research approach. As students, they were asked to write narratives from practice about critical events that led to their education choices. The narratives show an admiration for the kindergarten teachers’ work with the children,
      and the importance of professional competence in kindergarten work. When assistants they admired the teachers’ positive view of childhood and their participatory leadership. In the narratives they express expectations for their own learning and development. The narratives hardly mention role conflicts. Confronted with unclear role models and leaders, the students describe disconcert and irritation when having to take on the teacher’s duties.
      PubDate: 2018-08-14
      DOI: 10.23865/ntpk.v4.971
      Issue No: Vol. 4 (2018)
       
  • «Hun er ikke så flink til å dele» En alternativ tilnærming til
           sosiale normer om deling i barnehagen.

    • Authors: Karianne Franck
      Abstract: At barn skal lære å dele med hverandre, er en del av barnehagens hverdag. Hva som menes med
      deling og hvordan sosiale normer om deling finner sted i barnehagen, risikerer derimot å bli tatt
      for gitt i hverdagen. Som forsker opplevde jeg å bli meget forvirret over barnehagens regler og
      praksiser for deling. Det fremstod som en myriade av regler og normer om når å dele og ikke
      dele – alt fra å dele en leke sammen til førstemann-sin-rett eller turtaking. I artikkelen gransker
      jeg derfor nærmere hvordan ulike sosiale normer for deling utspiller seg i barnehagehverdager,
      og jeg retter et særskilt fokus mot det materielle sin rolle i ulike situasjoner. På bakgrunn av
      observasjoner og intervju i fire barnehageavdelinger analyseres konkrete hendelser ved bruk av
      aktør-nettverksteori (ANT). I tråd med ANT anerkjennes det ikke-menneskelige og menneskelige
      som aktører (jfr. Latour, 2005). Hensikten til artikkelen er å introdusere en alternativ tilnærming
      til utforskning av hvordan sosiale normer om deling utspiller seg i hverdagslige
      situasjoner, og å forstyrre etablerte sannheter omkring et tilsynelatende enkelt og uproblematisert
      område i barnehagers praksis. Abstract Learning to share is a part of children’s everyday life in Norwegian early childhood, education
      and care (ECEC) institutions. However, what it means to share, and the way social norms for
      sharing take place in ECEC institutions, run the risk of being taken for granted. As a researcher
      I experienced confusion regarding ECEC institution’s rules and practices for sharing. There
      appeared to be a myriad of rules and norms on when to share and when not to share – varying
      from sharing a toy together, to the first child’s right to ownership, to (children) taking turns. In
      this article I therefore examine how different social norms for sharing take place in everyday life
      of ECEC institutions, with particular attention to the role of the material in various situations.
      Based on observations and interviews in four ECEC units, specific incidences are analyzed
      using actor-network theory (ANT). In line with ANT, the non-human and human are both
      recognized as actors (cf. Latour, 2005). The article’s objective is to introduce an alternative
      approach for exploring the manner in which social norms of sharing take place in everyday situations
      and disturb established truths about a seemingly simple and unproblematized area
      within ECEC institutions’ practices.
      PubDate: 2018-06-21
      DOI: 10.23865/ntpk.v4.958
      Issue No: Vol. 4 (2018)
       
  • En studie av læreres forståelse av mangfoldsbegrepet

    • Authors: Anne Bonnevie Lund
      Abstract: Sammendrag Denne artikkelen drøfter 16 læreres forståelse av begrepene mangfold og flerkulturalitet. Deres perspektiv
      på mangfold varierer ut fra skolens flerkulturelle profil og skolens arbeid med flerspråklige
      elever. Informantene i undersøkelsen knytter mangfoldsbegrepet til «vi» og flerkulturalitetsbegrepet
      til «de». Mangfoldsbegrepet assosieres med inkluderende holdninger, men begrepet forstås som
      «ufarlig» eller «upresist» og bør tydeliggjøres inntil inkludering er en realitet innenfor hele skolens
      praksis. Lærere i denne studien hevder at det kan være riktigst å benytte betegnelsen en «flerkulturell
      skole» fremfor mangfoldsskole inntil begrepsbruken er mer bevisst. Abstract This article discusses 16 teachers’ understanding of the concepts diversity and multiculturalism. The
      teachers’ perspectives on diversity varies and depend on their schools’ multicultural profile and organization
      of their multicultural practice. The informants associate the concept of diversity to “we” and the
      concept of multiculturalism to “they”. The concept of diversity is associated with inclusive attitudes,
      but the term is understood to be “harmless” or “imprecise” and should be clarified until inclusion is a
      reality throughout the school’s practice. Teachers in this study claim that it may be best to use the concept
      “multicultural school” rather than diversity school until the use of the term is more conscious. Citation: A.B. Lund. «En studie av læreres forståelse av mangfoldsbegrepet» Nordisk tidsskrift for pedagogikk og kritikk, Vol. 4, 2018, pp. 87–102. http://dx.doi.org/10.23865/ntpk.v4.608
      PubDate: 2018-06-04
      DOI: 10.23865/ntpk.v4.608
      Issue No: Vol. 4 (2018)
       
  • Barnehagelærere med masterutdanning - potensial for å styrke profesjonen
           og ivareta barnehagens samfunnsmandat'

    • Authors: Mari Pettersvold, Solveig Østrem
      Abstract: Stadig flere barnehagelærere i Norge har masterutdanning, til tross for at det ikke stilles krav om
      slik kompetanse og det heller ikke er gitt at kompetansen verdsettes. Det finnes liten, eller ingen,
      systematisk kunnskap om hva barnehagelærere med masterutdanning gjør etter avsluttet studium,
      og hva de kan tilføre barnehagen. I denne artikkelen presenteres nye innsikter om dette.
      Utgangspunktet for diskusjonen som føres, er 33 barnehagelæreres svar på et semistrukturert
      spørreskjema om hva masterutdanningen har betydd for deres karrierevei, og om kompetansen
      anerkjennes og kommer barnehagen til gode. Konklusjonen er at det er mange tilfeldigheter og
      store variasjoner i hvorvidt potensialet kompetansen kan representere, utnyttes. Abstract
      An increasing number of kindergarten teachers in Norway have master's education, despite the fact that
      there is no demand for such competence, nor is it given that the competence is valued. There is little or
      no systematic knowledge of what kindergarten teachers with master’s education do after the study and
      what they can add to the kindergarten. This article presents new insights about this. The starting point
      for the discussion that is being conducted here, is 33 children's teachers' answers to a semi-structured
      questionnaire about what the master's education has meant for their career path, and whether the competence is recognized and benefits the kindergarten. The conclusion is that there are many coincidences
      and large variations in whether the potential the competence can represent is exploited. Citation: Mari Pettersvold og Solveig Østrem. «Barnehagelærere med masterutdanning – potensial for å styrke profesjonen ogivareta barnehagens samfunnsmandat'» Nordisk tidsskrift for pedagogikk og kritikk, Vol. 4, 2018, pp. 69-87. http://dx.doi.org/10.23865/ntpk.v4.720
      PubDate: 2018-05-28
      DOI: 10.23865/ntpk.v4.720
      Issue No: Vol. 4 (2018)
       
  • Democracy and science: two sides of the same coin'

    • Authors: Øyvind Wistrøm, Janne Madsen
      Abstract: Democracy and science, according to a number of researchers, share several basic characteristics
      like critical thinking, public discourse, open debate, free flow of information, mutual respect, and
      the critical role of inquiry and evidence. The core curriculum for primary school in Norway, specifically
      states the importance of democracy in the natural sciences subject. In this paper, we explore
      the question: Did pre-service teachers experience or learn about the connection between natural science and
      democracy during their compulsory education' The analysis builds on theory relating to thick and thin democracy, about the shared characteristics
      of natural science and democracy, and of democracy in the Norwegian curriculum. The
      informants are 18 pre-service teachers studying natural science didactics and who all studied
      science in their higher education. These students were influenced in their compulsory education.
      When we write about pupils being taught democracy, it is about our informants as pupils
      before attending teacher education. The data were collected by a questionnaire based on a template
      developed by the international Global Doing Democracy Research Project (GDDRP).
      Although this study includes only 18 pre-service teachers, the study indicates that students
      during the compulsory education in Norway acquire a rather thin understanding of democracy
      and without any connectedness between the natural science subject and the concept of democracy.
      The study concludes that science teachers in primary school and in teacher education have
      to put more emphasis on a thick understanding of democracy and the connectedness between
      natural science and democracy, for the science curriculum to be properly implemented in
      school. Citation: Øyvind Wistrøm and Janne Madsen «Democracy and science: two sides of the same coin'.» Nordisk tidsskrift for pedagogikk og kritikk, Vol. 4, 2018, pp. 50–68. http://dx.doi.org/10.23865/ntpk.v4.559
      PubDate: 2018-05-22
      DOI: 10.23865/ntpk.v4.559
      Issue No: Vol. 4 (2018)
       
  • Fra effektiv til affektiv læring' Skjønnlitteratur og interkulturell
           kompetanse i fremmedspråksundervisningen

    • Authors: Hans Jacob Ohldieck
      Abstract: Den tiltakende globaliseringen vi har vært vitne til i de seneste tiårene, har økt behovet for interkulturell
      kompetanse i den norske skolen. Mens kulturdidaktikken tradisjonelt har satt andre
      kulturer som objekt for ens egen kunnskap, understrekes i dag verdien av gjensidig påvirkning og
      åpenhet gjennom prefikset inter. I denne artikkelen argumenterer jeg imidlertid for at toneangivende
      forskere innenfor fremmedspråksdidaktikken i Norge ikke har tatt konsekvensen av den
      begrepslige forskyvningen, og at man i praksis behandler andre kulturer som om de var transparente
      eller tilgjengelige for vår egen kunnskap. Mot denne bakgrunnen retter jeg oppmerksomheten
      mot skjønnlitteraturens didaktiske potensial, ut fra følgende problemstilling: Hvordan kan anvendelse
      av skjønnlitteratur i fremmedspråksundervisningen bidra til å styrke vår interkulturelle kompetanse i
      globaliseringens tidsalder' Med støtte i poststrukturalistisk og postkolonial teori – særlig den franske
      filosofen Gilles Deleuze og den indiske litteraturteoretikeren Gayatri Spivak – argumenterer jeg for
      at en vektlegging av den skjønnlitterære affekten kan bidra til å skape større åpenhet overfor andre
      kulturer i fremmedspråksundervisningen, ved at det skapes brudd i leserens etablerte fordommer
      og forestillinger omkring «den andre». Citation: Hans Jacob Ohldieck. «Fra effektiv til affektiv læring'.» Nordisk tidsskrift for pedagogikk og kritikk, Vol. 4, 2018, pp. 15–31. http://dx.doi.org/10.23865/ntpk.v4.879  
      PubDate: 2018-05-22
      DOI: 10.23865/ntpk.v4.879
      Issue No: Vol. 4 (2018)
       
  • Pedagogikkfagets kraft for lærerstudenter i profesjonsutdanningen

    • Authors: Truls Tangen, Anders Aasgaard Madsen, Audhild Løhre
      Abstract: Det finnes lite forskningsbasert kunnskap om pedagogikkfagets betydning for lærerstudenters profesjonelle utvikling. Vi undersøkte pedagogikkfagets betydning for lærerstudenters profesjonelle utvikling ved å studere refleksjonstekster fra 62 studenter fordelt på tre førsteklasser ved en grunnskolelærerutdanning (GLU) i Norge. Aksial koding av materialet ledet fram til to hovedkategorier. Den første, Utvidet forståelse av lærerrollen, synliggjør studentenes gryende identitetsdanning med innsikt i lærerens varierte oppgaver. Erkjennelsen av mye ansvar og en kompleks arbeidshverdag så ut til å virke inspirerende for videre læring. Andre hovedkategori, Pedagogikk som grobunn for kunnskapsutvikling, viser hvordan studentene ivrer etter å lære metoder og teknikker, noe de opplever betryggende med tanke på framtidig yrkespraksis. Her gjenspeiles dømmekraft, holdninger og etiske verdier som anses for å være vesentlige i utvikling av profesjonell lærerkompetanse. Det var uventet å finne slik refleksjon hos brorparten såpass tidlig i studiet. Pedagogikkfaget synes å ruste studentene for møtet med mennesker, og motvirker dermed instrumentell rasjonalitet. Vi argumenterer derfor for at lærerutdanningen fortsetter med å styrke studentenes kritiske refleksjon som ledd i deres profesjonelle utvikling. Abstract Currently, we have limited research-based knowledge on the potential influence of the subject Pedagogy on student teacher’s professional development. In our study, we investigated this matter by studying reflection notes by 62 student teachers in Norway. Our first category, Extended understanding of the teacher role, highlights the students’ insight into the great responsibility and varied tasks of a school teacher. The students felt a sense of new identity, which inspired them to learn more in order to obtain an even higher level of understanding of the teaching profession. The second category, Pedagogy as a base for development of knowledge, presents how the students were eager to learn new methods and teaching techniques, which also provided them with a sense of security in relation to their teaching practice. Furthermore, the reflection notes revealed how the students displayed critical judgment and thoughts on ethical dilemmas in teaching. The literature discussed here considers such capabilities as essential in the development of professional teaching competence. We suppose that the subject Pedagogy provided the students with competence to meet pupils in a professional way, and thus prevented instrumental rationality. Consequently, we argue that it is essential to support the students’ critical reflection process to aid their professional development in the teacher education. Citation: T.N. Tangen et al. «Pedagogikkfagets kraft for lærerstudenter i profesjonsutdanningen»  Nordisk tidsskrift for pedagogikk og kritikk, Vol. 4, 2018, pp. 32–49. http://dx.doi.org/10.23865/ntpk.v4.892 
      PubDate: 2018-05-18
      DOI: 10.23865/ntpk.v4.892
      Issue No: Vol. 4 (2018)
       
  • Vennskap i småbarnsavdelinger som private relasjoner på en
           offentlig arena

    • Authors: Dag Nome
      Abstract: This article investigates the development of a social repertoire among toddlers in kindergarten based on micro-ethnographic analysis from two Norwegian kindergarten-groups. This social repertoire includes what is tentatively called the role as part of a public life and the role as part of different private situations, and it shows how a child manages to alternate between these two roles. The article argues that the kindergarten is an institutional context characterized by ownerless things and places by which the children only acquire temporary ownership. This affects how their interactions develop. It includes the use of private things, invitations home, and different ways of protecting their exclusive relationships and activities. Consequently, this finding indicates that the concept of friendship used in their interactions implies a simplification of a complex social reality and what social learning for a life in institutions entails. Sammendrag Denne artikkelen belyser små barns utprøvinger av sitt sosiale handlingsrepertoar basert på mikroetnografiske analyser av videobservasjon fra to norske småbarnsavdelinger. Det tas til orde for å beskrive dette som utprøvinger av rollen som aktør i et offentlig liv og samtidig kunne etablere ulike typer mer private relasjoner med klare grenser mot en felles offentlighet utenfor, og det undersøkes hvordan barn kan mestre kunsten å bevege seg mellom disse to ulike rollene. Artikkelen peker på barnehagen som en særskilt institusjonell kontekst preget av eierløse ting og steder som barna hele tiden må tilegne seg midlertidig bruksrett over. Dette preger hvordan barnas sosiale utprøvinger arter seg. Det innebærer bruk av private gjenstander, invitasjoner hjem til hverandre og ulike måter å beskytte eksklusive relasjoner og aktiviteter på. Denne kunnskapen gjør at begrepet vennskap brukt om barns relasjoner med jevnaldrende ofte innebærer en forenkling av en kompleks sosial virkelighet og hva sosial læring for et liv i institusjon innebærer.
      PubDate: 2018-02-22
      DOI: 10.23865/ntpk.v4.651
      Issue No: Vol. 4 (2018)
       
 
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