Soria Moria hotell, 24.-25.1. 23 På kompetansedelingsseminaret, ledet av Birgitte Lund Nielsen og Kirsten E. Thorsen, fokuserte vi på områder i overordnet del av læreplanverket (LK20) som kan kobles til TEQ21s kompetanseområder; profesjonsfaglig mangfoldskompetanse, digital kompetanse og FoU-kompetanse.
R&D competence in primary and lower secondary teacher education – Teacher educators’ perspective Kirsten E. Thorsen & Pål Lundberg The policy reform concerning integrated research-based primary and lower secondary teacher programmes at master’s level from 2016 aims to develop teacher students’ R&D competence. While various studies have examined the content of research-based education programmes, there is little knowledge about the role of teacher educators which is the focus in this study. The data are collected from focus group interviews with a total of 10 teacher educators teaching the same cohort in addition to a survey. The results show that the teacher educators are genuinely concerned with their subjects and emphasize research on the subject and didactic perspectives. The education does not seem to have succeeded in creating a common understanding and commitment to R&D competence as a common multidisciplinary task. Read fulltext: https://doi.org/10.18261/npt.106.5.5
Student teachers’ research and development (R&D) practice – constraining and supporting practice architectures Beverley Goldshaft, Ela Sjølie & Monica Johannesen An important aim of teacher education is to produce teachers who are innovators and education researchers who engage in continuous learning about teaching as part of their professional lives. For student teachers to develop research skills and turn their knowledge into professional research and development (R&D) competence, they must practice their skills and apply their knowledge to relevant contexts. This study uses the theory of practice architectures as a theoretical and analytical lens to examine the arrangements that enable and constrain student teachers’ R&D practice. A descriptive case study was conducted with participants from two practicum groups from a master’s programme in Norway. While the use of observational tools was found to enable R&D practice, constraining arrangements were also identified. The article argues for greater attention to student teachers’ research activities during practicum, particularly organisational conditions needed to enhance the relationship between university learning and practicum-based learning. Read fulltext: https://www.tandfonline.com/doi/full/10.1080/14681366.2022.2140698
Teq21 has conducted a successful symposium on NERA 2022. The title of the symposium was “Teacher education stretched between a research turn and a practical turn” and consisted of five presentations: «Teachers’ professional competence in policy documents for school and teacher education in Norway» presented by Monica Johannesen and Bjørn Smestad «Tensions between policy and stakeholders’ perceptions about the acquisition of teachers’ diversity competence (tDIVc) in teacher education» presented by Astrid Gillespie and Hanne Rinholm «Teacher educators’ efforts supporting student teachers’ research and development competence on campus and in placement –tensions and coherence» presented by Kirsten Thorsen and Pål Lundberg «Teachers´ professional digital competence, between policy, theory and practice» presented by Leikny Øgrim and Monica Johannesen «Systematic observation as a supportive tool in Teacher Education (TE)» presented by Beverley Goldshaft The symposium was led by chair Bjørn Smestad. Professor Louise Mifsud acted as discussant and provided both constructive criticism and interesting questions and considerations Teq21 will take with us further.
23. mars gjennomførte arbeidspakke 3 (transdisciplinary) dagsseminar, ledet av Birgitte Lund Nielsen, med fokus på å videreutvikle en felles granskning av overgripende begreper og forståelser.
Første skriveseminar i forbindelse med fagboka Utdanning for tverrfaglige mål Produktivt skriveseminar med flere av bidragsyterne møttes på OsloMet i medio mars. Hovedstrukturen og sammenhengen i boka begynner å ta form, og vi har en god liste over spennende bidrag både fra lærere og forskere tilknyttet prosjektet. Redaksjonen ser fram til neste skrive- og responsseminar i september.
-Godt faglig innhold på lærerutdanningen er ikke nok for å utdanne profesjonelle lærere. Prosjektlederne Monica Johannessen og Bjørn Smestad intervjuet av OsloMets Ida Viksveen Larsen https://www.oslomet.no/forskning/forskningsnyheter/dette-fremtidens-laerere-kunne
Several of the work packages in TEQ21 were represented at NERA21 in Odense, 3-5. November. WP3 (transdisciplinary competencies): Birgitte Lund Nielsen and Jens H. Lund: «Reflections from teacher educators, student teachers and practice teachers on teacher knowledge in the areas of professional diversity, research & development and digital competencies». WP5 (teachers’ professional research & development): Kirsten Elisabeth Thorsen and Pål Lundberg: «Research based teacher education – placement teachers perspectives». WP6 (teachers’ professional digital competence): Leikny Øgrim, Monica Johannessen and Ove Edvard Hatlevik: «The role of materiality in the conceptual understanding of professional knowledge».
Oliver McGarr & Bård Ketil Engen This paper examines the online marketing of digital technologies in education from three multi-national technology corporations’ websites focusing on both the language used in the text and the nature of the accompanying images. Through a content analysis, the paper shows the ways in which the need for technology investment is rationalised. It also highlights how the need for educational reform drives much of the discourse in relation to K-12 education whereas, within the higher education sites, alignment with existing practices is emphasised. The analysis of the sites highlights the veiled ways in which digital futures are presented and how the corporations and their products and services are positioned. The paper highlights how educational technology advertising capitalises on new public management practices in education to a target school and university management in the promotion and marketing of educational technology – largely by-passing those working at the coalface of education. Learning, Media and Technology: https://www.tandfonline.com/doi/full/10.1080/17439884.2021.2010092
Guest editors: Tonje H. Giæver, Adrian McDonagh, Louise Mifsud, Josephine Milton This special issue focuses on the increasingly important concern of digital competence in initial teacher education and examines the range of digital competencies required by educators in a rapidly evolving digital context. Teacher education plays a critical role in preparing teachers to integrate digital technologies in teaching and learning and needs to equip teachers with the skills to adapt to changing technologies and curricula in the future. The issue is available from: https://journals.oslomet.no/index.php/nordiccie