Now showing items 151-160 of 160
Pedagogiske identiteter i Fremtidens skole
(The University of Bergen, 2019-08-16)
Studien tar for seg hvordan NOU 2015:8 konstruerer ulike pedagogiske identiteter og identifiserer hvilke pedagogiske identiteter som er dominerende. Studien tar i bruk det teoretiske rammeverket til Basil Bernstein.
Expectations to mentoring as support for professional development
Mentoring is acknowledged as a means to support professional development for teachers. However, mentoring has multiple meanings and may be practiced as supervision, support or collaborative self-development for new as well ...
Creating Spaces for Formative Feedback in Lectures : Understanding how use of educational technology can support formative assessment in lectures in higher education
(The University of Bergen, 2020-03-06)
In this thesis, I examine how the use of educational technology has the potential to create moments of contingency and, through those moments, to transform the premises for formative assessment in lectures. The main research ...
Tutors seen through the eyes of mentors assumptions for participation in third space in teacher education
(Taylor & Francis, 2019)
The aim of this Norwegian study is to get a deeper understanding of the assumptions for building third spaces in teacher education. Learning in different contexts may open for development of new knowledge in the third space ...
Becoming a professional digital competent teacher
(Taylor & Francis, 2020)
The aim of this Norwegian study is to focus on challenges and possibilities concerning professional digital competence (PDC) for teacher education encountering students in transition between the position as private and ...
The Rhetorical Education of Isocrates and the Exemplary in Teaching: Overcoming the “Learnification of Education”
(Umeå University, 2019-12-13)
This article argues that the rhetorical education of Isocrates can serve as a vital alternative to today’s dominating trend of outcome-based education, or what Biesta calls “the learnification of education.” According to ...
The relationship between teachers’ perceived classroom management abilities and their professional digital competence: Experiences from upper secondary classrooms. A qualitative driven mixed method study
(Stockholm University Press, 2019-07-05)
The aim of this study was to examine teachers’ professional digital competence and classroom management experiences with a qualitatively driven Mixed Method Design. The qualitative part of the study is based on interviews, ...
Nye læreres erfaringer med skolen som organisasjon
While research on newly qualified teachers often focuses on the performative aspect of teaching, this article investigates novice teachers’ encounter with the school as an organization. Five new teachers were interviewed ...
Nursing students studying physiology within a flipped classroom, self-regulation and off-campus activities
Nursing students experience physiology as a challenging subject to learn. A learner-centred approach could enhance their learning. This study explored nursing students' experiences of actively studying anatomy and physiology ...
Lærerens didaktiske valg i et teknologirikt læringsmiljø.En kasusstudie av selvregulert læring blant elever i videregående skole
This case study focuses on if, and eventually how, teachers’ didactical choices in technology-dense learning environments can stimulate students’ ability to self-regulate, and if this can contribute to the learning outcomes ...