scholarly journals Hva kjennetegner forskning på lærerrollen under Kunnskapsløftet? En forskningskartlegging av studier av norske lærere, lærerstudenter og lærerutdannere

2018 ◽  
Vol 12 (1) ◽  
pp. 8
Author(s):  
Hege Hermansen ◽  
Marte Lorentzen ◽  
Sølvi Mausethagen ◽  
Tatjana Zlatanovic
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Student Teachers ◽  
Teacher Educators ◽  
Review Literature ◽  
Research Literature ◽  
Research Field ◽  
Turn Of The Century ◽  
Teacher Roles ◽  
Knowledge Promotion

Den norske lærerrollen har blitt påvirket av en rekke utviklingstrekk siden årtusenskiftet. I denne artikkelen undersøker vi hva som kjennetegner forskning på lærerrollen publisert siden innføringen av Kunnskapsløftet. Vi beskriver tematiske, metodiske og analytiske egenskaper ved forskningsfeltet, basert på en systematisk forskningskartlegging av tidsskriftsartikler publisert mellom 2007 og 2016 med norske lærere, lærerstudenter og lærerutdannere som informanter. Et hovedfunn er at forskningen i stor grad er orientert mot læreres praksis, mens andre aspekter av lærerrollen er mindre belyst. Avslutningsvis diskuterer vi implikasjoner for forholdet mellom forsknings- og praksisfeltet.Nøkkelord: forskningskartlegging, kunnskapsoppsummering, lærerrollen, lærerprofesjonalitetWhat characterises research on teacher roles during the Knowledge Promotion? A systematic review of studies of Norwegian teachers, student teachers and teacher educatorsAbstractNorwegian teacher roles have been affected by a range of developments since the turn of the century. In this article, we examine the characteristics of research on teacher roles, published since the introduction of the Knowledge Promotion curriculum. We describe thematic, methodological and analytical characteristics of the research field, based on a systematic, configurative literature review of journal articles published between 2007 and 2016 that include Norwegian teachers, student teachers, and teacher educators as informants. A main finding is that the research literature is primarily oriented towards teachers' professional practice, whereas other aspects of teacher roles have received less attention. In conclusion, we discuss implications for the relationship between the field of research and the field of practice.Keywords: systematic review, literature review, teacher roles, teacher profes-sionalism

scholarly journals ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise

2020 ◽  
Vol 4 (2) ◽  
pp. 113
Author(s):  
Nafiye Cigdem Aktekin ◽  
Hatice Celebi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Identity Construction ◽  
Subject Matter ◽  
Teacher Identity ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Language Teaching ◽  
Teacher Roles

In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.

scholarly journals Demarcating Mobile Phone Interface Design Guidelines to Expedite Selection

2017 ◽  
Vol 29 (3) ◽  
Author(s):  
Karen Vera Renaud ◽  
Judy Van Biljon
Keyword(s):  
Literature Review ◽  
Mobile Phone ◽  
Interface Design ◽  
Research Literature ◽  
Design Guidelines ◽  
Research Field ◽  
Design Guideline ◽  
Scoping Literature Review ◽  
New Guidelines ◽  
Insight Into

Guidelines are recommended as a tool for informing user interface design. Despite a proliferation of guidelines in the research literature, there is little evidence of their use in industry, nor their influence in academic literature. In this paper, we explore the research literature related to mobile phone design guidelines to find out why this should be so. We commenced by carrying out a scoping literature review of the mobile phone design guideline literature to gain insight into the maturity of the field. The question we wanted to explore was: “Are researchers building on each others’ guidelines, or is the research field still in the foundational stage?” We discovered a poorly structured field, with many researchers proposing new guidelines, but little incremental refinement of extant guidelines. It also became clear that the current reporting of guidelines did not explicitly communicate their multi-dimensionality or deployment context. This leaves designers without a clear way of discriminating between guidelines, and could contribute to the lack of deployment we observed. We conducted a thematic analysis of papers identified by means of a systematic literature review to identify a set of dimensions of mobile phone interface design guidelines. The final dimensions provide a mechanism for differentiating guidelines and expediting choice.

scholarly journals Action research’s instructional impacts: Article review

2020 ◽  
Vol 10 (1) ◽  
pp. 1-6
Author(s):  
Eyob Milkias
Keyword(s):  
Action Research ◽  
Student Teachers ◽  
Teacher Educators ◽  
Classroom Practices ◽  
Research Literature ◽  
Relevant Research ◽  
Self Confidence ◽  
Practical Experiences ◽  
Review Model ◽  
Research Impacts

The main intention of this paper was reviewing action research (AR) related academic articles and investigating the impacts of AR on classroom practices. In detail, it has addressed the benefits of AR for teachers and the influences of conducting AR on teachers’ classroom practices. Moreover, the reviewer has examined the practices of conducting AR in Ethiopia. The reviewer has used and followed the interrelated steps of reviewing research literature. He has identified, downloaded, gathered, evaluated and selected original and frequently cited relevant research articles from diverse journals. It was structured and organised by using thematic literature review model. This article review may help student-teachers, teacher-educators and instructional supervisors to get awareness about the impacts of conducting AR. AR improves the classroom practices of teachers, empowers them, and enhances their self-confidence, problem solving and leadership ability. The teachers’ practical experiences on engaging and conducting AR in Ethiopian context is not that much sufficient. Keywords: Action research, impacts and instructional practices.

Epistemology and Teacher Education

2018 ◽  
Author(s):  
Matthew Smith
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Research Literature ◽  
Pedagogical Practices ◽  
Initial Teacher Education ◽  
Forthcoming Article ◽  
Wide Range ◽  
Personal Epistemologies ◽  
The Individual

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. For teachers to effectively engage in given pedagogical practices, they need to have beliefs that support these approaches to teaching. These are not philosophical beliefs per se; rather, they are the individual understandings that teachers hold about the nature of knowledge and knowing, which underpin and guide their actions and which are referred to as personal epistemologies. A wide range of paradigms for understanding and studying personal epistemologies is evident in the research literature in this field, but these different perspective and approaches—while varied in outlook and conclusion—point to how important it is that initial teacher education courses allow for the development of sophisticated personal epistemologies through explicit teaching that enables students to think ontologically and epistemologically, and that teacher educators initiate and sustain reflective and discursive practices throughout their courses to promote the best possible outcomes for the children that student teachers will go on to teach in their subsequent careers.

Information and cyber security maturity models: a systematic literature review

2020 ◽  
Vol 28 (4) ◽  
pp. 627-644 ◽  
Author(s):  
Anass Rabii ◽  
Saliha Assoul ◽  
Khadija Ouazzani Touhami ◽  
Ounsa Roudies
Keyword(s):  
Systematic Review ◽  
Information Security ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Cyber Security ◽  
Research Literature ◽  
Maturity Models ◽  
Content Type ◽  
New Research ◽  
Maturity Evaluation

Purpose This paper aims to clarify the uncertainty reflected in the current state of information security maturity evaluation where it has not enough matured and converged so that a generic approach or many specfics approaches become the go-to choice. In fact, in the past decade, many secruity maturity models are still being produced and remain unproven regardless of the existence of ISO 21827. Design/methodology/approach The authors have used the systematic literature review to summarize existing research, help identify gaps in the existing literature and provide background for positioning new research studies. Findings The authors highlighted the prevalent influence of the ISO/IEC 27001/27002 standard but raised the necessity for an in-depth investigation of ISO 21827. The authors also made the implementation facet a central topic of our review. The authors found out that, compared to the number of proposed models, implementation experiments are lacking. This could be due to the arduous task of validation and it could also be the reason why specific models are dominant. Originality/value While the research literature contains many experience reports and a few case studies on information security maturity evaluation, a systematic review and synthesis of this growing field of research is unavailable as far as the authors know. In fact, the authors only picked-up one bodywork [Maturity models in cyber security A systematic review (2017)] carrying out a literature review on security maturity models between 2012 and 2017, written in Spanish.

Systematic review on sustainable entrepreneurship education (SEE): a framework and analysis

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sarika Sharma ◽  
D.P. Goyal ◽  
Archana Singh
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Entrepreneurship Education ◽  
Research Field ◽  
Future Research ◽  
Research Papers ◽  
Sustainable Entrepreneurship ◽  
Content Type ◽  
The Status

PurposeSustainable entrepreneurship education (SEE) is a field, which mingles two imperative fields of research, sustainable entrepreneurship and entrepreneurship education. This emerging area has gained momentum in recent years, and various quantitative and qualitative studies are carried upon to explore its diverse dimensions, literature remains scattered. This paper aims to explore the holistic picture of SEE by compiling the research articles, through a systematic literature review of prior research studies.Design/methodology/approachTwo prominent databases are considered, and these databases then are searched with appropriately designed search strings. Based on an exclusion and inclusion criteria developed by the authors, 59 research papers are selected for further investigation. These research papers are then studied rigorously for review and qualitative content analysis.FindingsA conceptual framework comprising of the areas of these research contributions is proposed as an outcome. This framework provides insights about the existing state and areas of SEE research namely: (1) Institutional framework, (2) Teaching/learning approaches and (3) External interactions and provides further direction for research.Research limitations/implicationsThe present study makes a significant contribution both in theoretical and in practical sense. (1) Compiled the extant literature on sustainable entrepreneurship education; (2) Developed a protocol to conduct the systematic review of literature on sustainable entrepreneurship education; (3) Reported the status of research on sustainable entrepreneurship education, and proposed a framework on existing work; (4) Presented the emerging topics, issues and challenges that need to be addressed in future research.Originality/valueThis article seeks to present a systematic literature review of the research field on sustainable entrepreneurship education. A review of existing literature in this field would certainly help to advance future research efforts as it presents a comprehensive picture of the status quo of this research field.

scholarly journals Intangibles and methods for their valuation in financial terms: Literature review

2017 ◽  
Vol 13 (2) ◽  
pp. 387 ◽  
Author(s):  
Damián Pastor ◽  
Jozef Glova ◽  
František Lipták ◽  
Viliam Kováč
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Intellectual Capital ◽  
Intangible Assets ◽  
Review Literature ◽  
Knowledge Assets ◽  
Future Work

Purpose: The purpose of this paper is to review literature devoted to intangibles and their valuation and give examples of the methods that can be used for valuation of individual intangibles in financial terms.Design/methodology/approach: Paper presents a systematic review of articles dedicated to intangibles and their valuation.Findings: This review shows that there is a need for consensus in definitions of intangibles, intangible assets, knowledge assets and other related terms. These terms are used interchangeably in spite of their different meanings. Many methods for valuation of intangibles can be found in the literature, but widely accepted list of basic intangibles with suggested methods for their valuation in financial terms is still missing.Research limitations/implications: Not all the papers related to this topic could be covered in this paper. Presented list of important intangible components may be enhanced and examples of some other methods for their valuation may be added in the future.Practical implications: Paper calls for development of framework comprising list of the most important intangibles, proposals of methods used for their valuation and examples of their use. This framework can be helpful for organization, which are confronted with a difficult task of intangibles valuation.Originality/value: Basic definitions and differences between intangibles, intangible assets, identifiable intangible assets, knowledge assets and intellectual capital have not been mentioned in one paper yet. List of intangibles and methods for their valuation gives a direction for future work that can be fruitful for valuation of intangibles.

Simulation Methods in Teacher Education

1975 ◽  
Vol 19 (2) ◽  
pp. 113-126 ◽  
Author(s):  
P. W. Hughes ◽  
R. D. Traill
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Research Literature ◽  
Teacher Education Programs ◽  
Simulation Methods ◽  
Teaching Competencies ◽  
Practice Teaching ◽  
Practical Experiences

Teacher educators continue to seek ways in which teacher education programs can provide experiences for student teachers which will assist them to acquire the skills necessary in promoting effective classroom interactions. It is not always possible, nor for that matter on all occasions desirable, that such experiences be provided in actual classroom practice teaching settings. This article discusses the role that simulation might play in providing meaningful practice situations for student teachers. Research literature has been reviewed to indicate ways in which simulation has been found to be effective in the development of teaching competencies. Examples of simulated activities are discussed by the authors to illustrate how programs might develop a wider range of practical experiences for student teachers.

scholarly journals Literature Review on Primary Organizational Recruitment Sources

2018 ◽  
pp. 37-58
Author(s):  
Varun Shenoy ◽  
P. S. Aithal
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Research Literature ◽  
Primary Method ◽  
Recruitment Process ◽  
Absorption Function ◽  
Recruitment Methods ◽  
Recruitment Sources ◽  
The Right

The process of recruitment is a primary method of people absorption function in any organization. Various companies small and big, strategize and adopt various tactics in choosing the right source of recruitment or hiring quality professionals on to their workforce. Therefore, this research aims to investigate or enquire the various research literature published on various main recruitment methods implemented in company's recruitment process or function. In this paper, the resultant outcomes based on last 20 years literature investigation are discussed in detail through a systematic review. Accordingly, the relevant resultant outcomes post the literature investigation is published by making suggestions for sustenance in the industry.

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