Antologien Aksjonsforskning i Norge. Teoretisk og empirisk mangfold består av tjue vitenskapelige artikler innen utdanning, helse, vitensentre, kunst og arbeidsliv. Antologien gir et innblikk i historisk utvikling, grunnlagstenkning, samt teoretiske og metodologiske diskusjoner innen aksjonsforskningsfeltet. Den tar opp spørsmål om deltakelse, erfaringskunnskap og dialog som grunnlag for kunnskapsutvikling. ...

This article aims to try out a framework describing teacher positions based on an analysis of their interactions, and through this, gather ideas for further development of the framework. This article uses shared data from TWG 19, with data from five classrooms. These were analyzed by categorizing interaction from transcripts of the data. The analysis focuses mainly on the interactions related to one ...

Tema for denne artikkelen er forholdet mellom lærere og foreldre. Sett fra foreldres synspunkt kan forholdet til lærere noen ganger oppleves som vanskelig. På samme måte kan det å forholde seg til foreldre oppleves som krevende og stressende for lærere og påvirke deres erfaring med og forståelse av egen profesjon. I ytterste konsekvens kan dette ha betydning for hvorvidt lærere blir i jobbene ...

<p>How is multimodality involved when educators design literacy events in the English classroom, and to what extent can this be seen in the pupils’ sign making? What makes up the multimodal ensemble in the literacy practice of English (in these selected literacy events)? How do the pupils make use of the modes available to them when they write an assignment? <p>A range of modes is used in the ...

The subject of the article is how digital structure and predictability affects the learning environment. This is key knowledge as regards both class management and learning. An intervention research design was employed. The intervention aimed to test digital aids in a mainstream class: a digital day planner board and a Time timer wristwatch with a countdown function. These aids are usually allocated ...

Nature of science (NOS) is an important component of scientific literacy. Science teachers can have naïve conceptions and misconceptions of NOS which is detrimental to their students’ science learning. The aim of research was to examine in-service and preservice science and mathematics teachers’ understanding of NOS conceptions using open-ended VNOS-B instrument online anonymously. 13 in-service ...

This article argues that the idea of academic freedom provides a conceptual angle for a critique of the ongoing educational reforms in Norway and in other countries, driven by economically oriented quality management (efficiency, standardization) and labor market orientation. A critique requires to make visible the price for the reforms, in particular the loss of freedom; here Hannah Arendt’s ...

This paper addresses the theory–practice divide in the Norwegian teacher education programme for years 5–10. We examine to what extent crossing boundaries between the academic knowledge gained in the university and in the practice field can be achieved in the teacher education for English. This boundary crossing is conceptualised as establishing a ‘third space’ where theory and practice are ...

This survey investigated how teachers in the northernmost parts of Norway use outdoor science teaching, and what they consider to be the most important challenges. Most teachers report that they do outdoor science activities a couple of times a year, more often in primary school than secondary school. The topics covered are largely related to biology during autumn and spring. Factors that inhibit ...

This study focuses on how teaching is affected when two cultures meet: the Sámi culture, represented by the lávvu, and the culture of teaching mathematics in a school. It describes the use of the lávvu (a Sámi temporary dwelling) as a classroom for teaching mathematics. For several years, and in cooperation with researchers, the teachers at the Guovdageaidnu Lower Secondary Schoolg have been developing ...