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Norsk og internasjonal lærerutdanningsforskning

This third NAFOL book is a unique publication in the Norwegian market. It contains a collection of research articles on teacher education research that crosses national borders, academic disciplines, and not least levels of education—from kindergarten to doctoral training. The articles, from the USA...

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Những tác giả chính: Vattøy, Kim-Daniel, Rust, Frances, Pielmeier, Maralena, Böheim, Ricardo, Schindler, Ann-Kathrin, Gröschner, Alexander, Knogler, Maximilian, Alles, Martina, Seidel, Tina, Björg Mörk, Svava, Olsen, Kathrin, Croydon, Abigail, Zelime, Justin, Deutschmann, Mats, Løken, Gro, Lekhal, Ratib, Haug, Peder, Olav Ulstad, Svein, Kvinge, Øystein, Skog Hagerup, Pia, Østern, Anna-Lena
Định dạng: Online
Ngôn ngữ:Tiếng Na Uy
Được phát hành: Fagbokforlaget Vigmostad & Bjørke 2026
Những chủ đề:
Teacher education
Comparative education
International research
Norwegian education
Teacher training
Educational policy
Professional development
Pedagogy research
Learning sciences
School research
thema EDItEUR::J Society and Social Sciences::JN Education
thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training
Truy cập trực tuyến:https://directory.doabooks.org/handle/20.500.12854/171353
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Tóm tắt:This third NAFOL book is a unique publication in the Norwegian market. It contains a collection of research articles on teacher education research that crosses national borders, academic disciplines, and not least levels of education—from kindergarten to doctoral training. The articles, from the USA, Germany, Iceland, and the Seychelles, provide insights into international teacher education research, while the Norwegian articles offer a broad picture of the positive activity we now see in Norwegian research in this area. There is great diversity both in research themes and research methods. It is also positive that young Norwegian researchers reach a broader audience by writing in English, without this diminishing the value of having strong research literature written in Norwegian. NAFOL is central in this development with its more than 200 former and current doctoral fellows. The NAFOL books—and especially this one—provide a picture of today’s teacher education research. This comes through in the opening article, which presents an evaluation project initiated by NAFOL, and not least in the concluding article, which offers a thorough review of a selection of NAFOL projects. This book is a resource for new and experienced researchers who want to stay updated on Norwegian and international teacher education research.

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