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Innvielse til læreryrket

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ISBN: 9788202598990 Year: Pages: 253 DOI: 10.23865/noasp.70 Language: Norwegian
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Education
Added to DOAB on : 2019-07-03 11:21:04
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"How do you really become a skilled teacher? And what role should guidance play in the education of tomorrow's teachers? This theme is explored through a study of experienced practitioners' formalized counseling conversations with teacher students. The most important questions in the book are about how the practice teacher and teacher conduct conversations. Concretely, the question is: What is the content of the counseling interviews? How are the teacher students evaluated? How is the consequences of the counseling discussions understood? The guide being examined contains a step by step pedagogy. First, the teacher's student must learn to control, master and reflect on the social space both the classroom and the counseling conversation are. This is described as an overall moral and regulatory discourse. This discourse forms the basis for the teacher's next step - which is the actual teaching. The teacher's student must therefore master two discourses - one regulatory discourse and one teaching discourse - in order to become a skilled teacher. In addition, he or she must adapt to the regulatory discourse in the counseling conversation. The latter discourse represents in this book an initiation ritual for the teaching profession. This ritual gives the practice teacher control over the dedication, while limiting the room for maneuver in the counseling conversation. "

Studenten skal bli lærer

Authors: ---
ISBN: 9788202652371 Year: Pages: 159 DOI: 10.23865/noasp.98 Language: Norwegian
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Education
Added to DOAB on : 2020-05-05 07:21:12
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"The student is becoming a teacher is presenting the first Norwegian study made on the sense of belonging in higher education. Central themes are comprehension and knowledge development, and the students’ process of formation is essential, without it being explicit in all the articles. The authors are concerned with interplay between techne and fronesis related to individual growth and professional development. The informants of these studies are teacher students from year 1-4, resulting in a wide range of new knowledge and theoretical viewpoints. In this anthology, the question of the dualism between theory and practice is raised. Could it be that knowledge is a circular production from practise to theory and back? It is also evident that the sensation of social belonging is closely connected to a sense of academic belonging, and that the cohesion of teacher students and their teachers is of great impact. The target group of this peer-reviewed anthology is teacher students and teacher student educators. However, these articles will also be relevant for other educational groups and students. "

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