Search results for: Norway
Page 6/7 66 items
The paper focuses on the theoretical frame of action research and the teacher as researcher, working through a Norwegian Research Council-funded project in a school that explored learning strategies for pupils' subject and social development. The paper describes the possibilities and challenges for both teachers and researchers cooperating in R&D projects. The paper discusses whether teachers become researchers, or whether they only develop in their role as teachers.
Updated: Jan. 12, 2010
The aim of this study is to gain an insight into novice teachers’ diverse experiences. The study is conducted among nine beginning teachers in upper secondary school in Norway. The main findings indicate that there are two sides of the coin of being a new teacher. The beginning teachers want to be recognised as who they are, new to the job, and on the other hand, they want to be accepted as fully qualified teachers.
Updated: Dec. 09, 2009
This paper analyses the results from a study conducted among 283 full-time Postgraduate Certificate in Education course (PGCE) students in Norwegian universities in the autumn of 2006. The students responded to a questionnaire examining their motivation to take the PGCE course and their motivation to become teachers.
Updated: May. 25, 2009
This study investigates the internal structure, social meaning and potential resources for learning and development inherent in the planning and coordination of work in Interdisciplinary Teacher Teams (ITT) meetings. The focus of this study is on what teachers say in teams. Team-talk in two ITTs in two different lower secondary schools in Norway has been videotaped and analyzed. The study illustrates patterns in team-talk and conceptualizes the processes of decision-making that take place in these ITTs. It also identifies resources for learning and development inherent in certain forms of interaction.
Updated: Apr. 27, 2009
This study examined relations between teachers' perception of the school context, teacher burnout, and teacher job satisfaction. 563 Norwegian teachers in elementary school and middle school participated in the study. Four aspects of teachers' perception of the school context (supervisory support, time pressure, relations to parents, and autonomy) and three dimensions of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were measured.
Updated: Apr. 01, 2009
This article is based on a Norwegian study. The focus is two-fold, including the views of both new teachers and leaders on the issue of leadership and professionalism. First, the focus is on the way newly qualified teachers describe how they function in the school and kindergarten organizations. Secondly, the focus shifts from the perspective of the new teachers to that of the organization leaders, who emphasize that professional competence is complex.
Updated: Jan. 12, 2009
New methods are replacing or complementing traditional lectures at higher education. These are problem-based learning, group work, project work and fieldwork. The purpose of the research was that the teacher learned doing research, and can learn about group process and how they can be established and maintained.
Updated: Nov. 19, 2008
Mentoring practices during teacher education define the passage into graduation. The article explores the Norwegian system. During internship the student teachers learn ways of seeing, representing and talking about their experiences that are deemed relevant within the school's practice, using and transforming resources accordingly.
Updated: Jun. 24, 2008
Mentoring has become a part of teacher education as are educational courses, and professional development. The author discusses struggles of power and control, and dangers of dependence and intimacy with mentoring in Norway. She describes mentoring an obstacle to reflection other than an enhancement.
Updated: Jun. 12, 2008
The article describes the research and development phase of a project conducted in a secondary school in Norway. The study focused on the teacher's role during the initial phase of the project, and the cooperation between the teachers and the researcher. Teachers' attitudes were traced during the start-up phase, and were outline with empirical data.
Updated: Apr. 08, 2008