Flerstemmige perspektiver i norsk utdanningsforskning
In a gradually more complex and insecure world, children, youth, teachers, and school leaders must learn to navigate unpredictability. To prevent inertia, knowledge, learning and education need to be reshaped to strengthen the ability to act responsibly and constructively. This edited volume reveals...
সংরক্ষণ করুন:
| প্রধান লেখক: | , , , , , , , , , , , , , , |
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| বিন্যাস: | Online |
| ভাষা: | ইংরেজি নরওয়েজিয়ান নিনর্স্ক Norwegian BokmÃ¥l |
| প্রকাশিত: |
Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
2024
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| বিষয়গুলি: | |
| অনলাইন ব্যবহার করুন: | OCN: 1417637728 |
| ট্যাগগুলো: |
কোনো ট্যাগ নেই, প্রথমজন হিসাবে ট্যাগ করুন!
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| _version_ | 1869530941145219072 |
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| author | Buan Øien, Ola Heggernes, Sissil Lea Karlsen, Anne Mette Færøyvik Angelo, Elin Belt Skutlaberg, Kristin Merzliakova, Elena Bolstad, Oda Heidi Moen, Kathrine Afdal, Geir Skjelbred, Bente Helen Digranes, Ingvild Bjørke, Lars Bjørnstad Åberg, Ingvill Halås, Catrine Torbjørnsen Smith, Kari |
| author_browse | Afdal, Geir Angelo, Elin Belt Skutlaberg, Kristin Bjørke, Lars Bjørnstad Åberg, Ingvill Bolstad, Oda Heidi Buan Øien, Ola Digranes, Ingvild Halås, Catrine Torbjørnsen Heggernes, Sissil Lea Karlsen, Anne Mette Færøyvik Merzliakova, Elena Moen, Kathrine Skjelbred, Bente Helen Smith, Kari |
| author_facet | Buan Øien, Ola Heggernes, Sissil Lea Karlsen, Anne Mette Færøyvik Angelo, Elin Belt Skutlaberg, Kristin Merzliakova, Elena Bolstad, Oda Heidi Moen, Kathrine Afdal, Geir Skjelbred, Bente Helen Digranes, Ingvild Bjørke, Lars Bjørnstad Åberg, Ingvill Halås, Catrine Torbjørnsen Smith, Kari |
| author_sort | Buan Øien, Ola |
| collection | Directory of Open Access Books |
| description | In a gradually more complex and insecure world, children, youth, teachers, and school leaders must learn to navigate unpredictability. To prevent inertia, knowledge, learning and education need to be reshaped to strengthen the ability to act responsibly and constructively. This edited volume reveals a need for pedagogical approaches that may assist both teachers and pupils into dealing with uncertainty, ambiguity, and indeterminacy.
The book offers original and new knowledge with polyphony, possibilities, and tensions as overarching perspectives. Each chapter represents specific contexts and perspectives within different segments of the educational sector, on a continuum from early years learning to school management. Concrete examples are offered for teaching, learning, research, and management in a world marked by diversity, tension, and insecurity. Several chapters intersect and include findings that can be transferred to other contexts and practices. The aim is for the edited volume to serve as an initiating impetus for changes in practices, and to reveal how practices in dissimilar contexts may fruitfully stimulate one another.
The authors represent different areas within teacher education and school management, and became acquainted while being enrolled in The Norwegian National Research School in Teacher Education (NAFOL) as doctoral students in cohort 8 (2016-2020).
We hope the edited volume can inspire representatives across disciplines and sectors to learn from one another and contribute to a polyphonic discussion within educational research in Norway, through a continually questioning and reflexive approach towards one’s own practices and attitudes. |
| format | Online |
| id | doab-20.500.12854ir-133084 |
| institution | Directory of Open Access Books |
| language | eng nno Norwegian Bokmål |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) |
| publisherStr | Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1330842025-07-17T10:00:09Z Flerstemmige perspektiver i norsk utdanningsforskning Buan Øien, Ola Heggernes, Sissil Lea Karlsen, Anne Mette Færøyvik Angelo, Elin Belt Skutlaberg, Kristin Merzliakova, Elena Bolstad, Oda Heidi Moen, Kathrine Afdal, Geir Skjelbred, Bente Helen Digranes, Ingvild Bjørke, Lars Bjørnstad Åberg, Ingvill Halås, Catrine Torbjørnsen Smith, Kari Buan Øien, Ola Heggernes, Sissil Lea Færøyvik Karlsen, Anne Mette educational research, teacher education, early childhood teacher education, school management, pedagogical approaches, utdanningsforskning, lærerutdanning, barnehagelærerutdanning, utdanningsledelse, pedagogiske tilnærminger, NAFOL thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy In a gradually more complex and insecure world, children, youth, teachers, and school leaders must learn to navigate unpredictability. To prevent inertia, knowledge, learning and education need to be reshaped to strengthen the ability to act responsibly and constructively. This edited volume reveals a need for pedagogical approaches that may assist both teachers and pupils into dealing with uncertainty, ambiguity, and indeterminacy. The book offers original and new knowledge with polyphony, possibilities, and tensions as overarching perspectives. Each chapter represents specific contexts and perspectives within different segments of the educational sector, on a continuum from early years learning to school management. Concrete examples are offered for teaching, learning, research, and management in a world marked by diversity, tension, and insecurity. Several chapters intersect and include findings that can be transferred to other contexts and practices. The aim is for the edited volume to serve as an initiating impetus for changes in practices, and to reveal how practices in dissimilar contexts may fruitfully stimulate one another. The authors represent different areas within teacher education and school management, and became acquainted while being enrolled in The Norwegian National Research School in Teacher Education (NAFOL) as doctoral students in cohort 8 (2016-2020). We hope the edited volume can inspire representatives across disciplines and sectors to learn from one another and contribute to a polyphonic discussion within educational research in Norway, through a continually questioning and reflexive approach towards one’s own practices and attitudes. I en verden med økende kompleksitet og usikkerhet på en rekke områder må barn og unge, lærere og skoleledere lære seg å leve med uforutsigbarhet. For å hindre handlingslammelse, må kunnskap, læring og utdanning omformes for å styrke ansvarlig og konstruktiv handling. Antologien avdekker et behov for pedagogiske tilnærminger som hjelper både lærere og elever til å håndtere usikkerhet, tvetydighet og ubestemthet. Boken tilbyr original og ny kunnskap med flerstemmighet, muligheter og spenninger som overordnede perspektiver. Hvert kapittel representerer spesifikke kontekster og perspektiver innenfor forskjellige deler av utdanningssystemet, og strekker seg fra barnehagefeltet til skoleledelse. Det gis eksempler på hvordan en kan undervise, lære, forske og lede i en mangfoldig, spenningsfylt og usikker verden. Flere av kapitlene tangerer hverandre og har overføringsverdi til andre kontekster og praksiser. Målet er at antologien skal fungere som en igangsettende impuls for endringer av praksiser, der praksiser på ulike felt kan gi næring til hverandre. Forfatterne representerer forskjellige områder innen lærerutdanning og utdanningsledelse, og ble kjent med hverandre som doktorgradsstudenter ved Nasjonal forskerskole for lærerutdanning (NAFOL), kull 8 (2016–2020). Vi håper antologien kan inspirere representanter på tvers av fag og sektorer til å lære fra hverandre og bidra til en flerstemmig diskusjon innenfor utdanningsforskningen i Norge, med utgangspunkt i en kontinuerlig spørrende og refleksiv holdning til egen praksis og egne holdninger. 2024-01-17T04:04:48Z 2024-01-17T04:04:48Z 2024-01-16T14:09:11Z 2023 book OCN: 1417637728 https://library.oapen.org/handle/20.500.12657/86981 9788202826253 9788202826215 9788202826222 9788202826239 https://directory.doabooks.org/handle/20.500.12854/133084 eng nno Norwegian BokmÃ¥l open access image/jpeg image/jpeg image/jpeg Attribution-NonCommercial 4.0 International Attribution-NonCommercial 4.0 International Attribution-NonCommercial 4.0 International https://library.oapen.org/bitstream/20.500.12657/86981/1/Flerstemmige_perspektiver_i_norsk_utdanningsforskning.pdf https://library.oapen.org/bitstream/20.500.12657/86981/1/Flerstemmige_perspektiver_i_norsk_utdanningsforskning.pdf https://library.oapen.org/bitstream/20.500.12657/86981/1/Flerstemmige_perspektiver_i_norsk_utdanningsforskning.pdf Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) 10.23865/noasp.212 10.23865/noasp.212 9266f8a8-a49e-4697-9bd1-69645f9037c2 9788202826253 9788202826215 9788202826222 9788202826239 231 Oslo open access |
| spellingShingle | educational research, teacher education, early childhood teacher education, school management, pedagogical approaches, utdanningsforskning, lærerutdanning, barnehagelærerutdanning, utdanningsledelse, pedagogiske tilnærminger, NAFOL thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy Buan Øien, Ola Heggernes, Sissil Lea Karlsen, Anne Mette Færøyvik Angelo, Elin Belt Skutlaberg, Kristin Merzliakova, Elena Bolstad, Oda Heidi Moen, Kathrine Afdal, Geir Skjelbred, Bente Helen Digranes, Ingvild Bjørke, Lars Bjørnstad Åberg, Ingvill Halås, Catrine Torbjørnsen Smith, Kari Flerstemmige perspektiver i norsk utdanningsforskning |
| title | Flerstemmige perspektiver i norsk utdanningsforskning |
| title_full | Flerstemmige perspektiver i norsk utdanningsforskning |
| title_fullStr | Flerstemmige perspektiver i norsk utdanningsforskning |
| title_full_unstemmed | Flerstemmige perspektiver i norsk utdanningsforskning |
| title_short | Flerstemmige perspektiver i norsk utdanningsforskning |
| title_sort | flerstemmige perspektiver i norsk utdanningsforskning |
| topic | educational research, teacher education, early childhood teacher education, school management, pedagogical approaches, utdanningsforskning, lærerutdanning, barnehagelærerutdanning, utdanningsledelse, pedagogiske tilnærminger, NAFOL thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy |
| topic_facet | educational research, teacher education, early childhood teacher education, school management, pedagogical approaches, utdanningsforskning, lærerutdanning, barnehagelærerutdanning, utdanningsledelse, pedagogiske tilnærminger, NAFOL thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy |
| url | OCN: 1417637728 |
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