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Læringsglede

The concept of joy of learning emerged through the many conversations we had about research and teaching in the research group Teacher Education in Times of Change, LIFT. These conversations eventually became the basis for the book. The group is interdisciplinary and shares a common interest in rese...

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Hlavní autoři: Alerby, Eva, Bjørkli, Siv Anita, Brox, Hilde, Bæck, Unn-Doris, Danielsen, Karin, Anne, Eriksen, Grønvik, Brynjulv, Hansen, Inger Merethe, Heim, Greta, Höper, Jan, Kalseth, Gjertrud, Leming, Tove, Liset, Marte, Nordmann-Stand, Kristine, Olsen, Christopher Loe, Opstad, Kari Doseth, Steele, Annfrid Rosøy, Saus, Merete, Stene, Camilla, Unhjem, Astrid
Médium: Online
Jazyk:norština
Vydáno: Fagbokforlaget Vigmostad & Bjørke 2025
Témata:
læringsglede, flyt-teori, lek, medvirkning, mestring, motivasjon, mestring, profesjonell sjøltillit, læringsglede, aktiv læring, samfunnskunnskap, videregående utdanning, lektor 8–13, tekstur, kunst og håndverk, kroppslig læring, læringsglede, Maurice Merleau-Ponty, skaperglede, kroppslig læring, engelskfaget, materialitet, lærerutdanning, bevegelsesglede, estetiske læringsprosesser, kroppsøvingsstudenter, veiledning, visuell kommunikasjon, kollektive læringsprosesser, dialog, høyere utdanning, drama, fiksjon, tverrfaglig, pedagogikk, pedagogikk, drama, film, dramaturgisk rhizomatisk design, samisk matkultur, artskunnskap, erfaringslæring, selvbestemmelsesteori, sanser, uterommet, akselerasjon, resonans, natur, poesi, wayfaring, sted
thema EDItEUR::J Society and Social Sciences::JN Education
On-line přístup:https://directory.doabooks.org/handle/20.500.12854/169892.2
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Shrnutí:The concept of joy of learning emerged through the many conversations we had about research and teaching in the research group Teacher Education in Times of Change, LIFT. These conversations eventually became the basis for the book. The group is interdisciplinary and shares a common interest in researching our own practices. We often shared our positive experiences and kept coming back to the question: What significance does it have that we feel joy when we work? What is that little extra that makes the work flow naturally and makes us eager and curious? How can we use this positive feeling more systematically in our work to educate teachers? Common to the contributions in the book is that learning should be meaningful, and a desire to contribute to the joy of learning and an increasing degree of resonance among both teacher students and pupils in school in general. The chapters in the book are stories about teaching that aims to make a difference in creating increased joy of learning among students and teachers. The book is a contribution to colleagues in the education system, both in teacher training and other educational programs. It is written for colleagues in schools, for students, and for anyone who needs inspiration, motivation, and ideas to think in new and unconventional ways about teaching and learning.

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