Search results for: Norway
Page 7/7 66 items
The authors describe inclusive education as a political vision in Norway. The article describes one teacher's inclusive education experience in a classroom with several children with special needs. The case focuses on her helping her classroom and one particular student with behavioral problems go through the necessary transitions.
Updated: Mar. 04, 2008
Towards a New Professionalism in School? A Comparative Study of Teacher Autonomy in Norway and Sweden
The authors argue that both individual teacher autonomy at the local workplace and autonomy at the national level embracing teachers as a collective group are important in analysing teachers’ professional autonomy. In comparing teachers’ professional autonomy they differentiate between processes of individualisation and collectivisation. Their analysis indicates, although intra-national differences, that the difference between Norwegian and Swedish teachers is striking.
Updated: Feb. 03, 2008
In this article the author argues for the need to bridge studies of teaching and learning with studies of the subject involved – to establish a conversation between didactics and classroom studies. An analytical design and framework able to bridge the teaching–learning gap needs to be developed. Emerging technologies in video/audio documentation provide one chain of investigations for bridging how different thematic patterns are linked to instructional activities and interaction formats in classrooms.
Updated: Feb. 03, 2008
Teachers' Experiences and Perceptions of Primary EFL in Norway and the Netherlands: A Comparative Study
In this article, the authors compare the primary teaching of English in Norway and the Netherlands, utilizing surveys. Among the issues considered were: starting age, hours of instruction, teacher competence, teacher priorities, the use of the target language for instruction, and materials used. The study placed special emphasis on the transition from primary to secondary level.
Updated: Jan. 22, 2008
The development of student teachers' views on pupil misbehaviour during an initial teacher training programme in England and Norway
The article discusses questionnaires filled out by postgraduate student teachers at the start and the end of teacher training courses in York (England) and Stavanger (Norway). The questionnaires explored the student teachers' views regarding student misbehavior, frequency of student misbehavior and strategies for dealing with misbehavior. In addition, the postgraduate students were asked about their confidence that as full time teachers they will develop the skills to deal with misbehavior in the classroom. The article outlined major factors accounting for misbehavior, and areas where there appear to be shifts in students' views over the course of their training year and differences between the students across the two settings (York and Stavanger).
Updated: Dec. 30, 2007
Autonomy or control: discussion of a central dilemma in developing a realistic teacher education in Norway
The article describes the introduction of a collaborative partnership model in initial teacher education at the Norwegian University of Science and Technology. The model has led the way for professional training closely related to the field of practice and meets the need for 'hands-on' oriented teacher education program. The author suggests that educational theory should precede autonomy in the teaching profession, and that only after acquiring educational theory should students be exposed to other teacher education fundamental issues such as control, an important element of the school system.
Updated: Dec. 18, 2007