scholarly journals Oppfatninger av natur i planverkene for kroppsøving og mat og helse i femårige grunnskolelærerutdanninger

2019 ◽  
Vol 13 (1) ◽  
pp. 8
Author(s):  
Bjørg Oddrun Hallås ◽  
Eli Kristin Aadland ◽  
Tom Lund
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Children's Literature ◽  
Physical Education ◽  
Outdoor Recreation ◽  
Teacher Educators ◽  
Children’S Literature ◽  
National Study ◽  
Starting Point ◽  
Subject Areas

Artikkelen tar utgangspunkt i at bærekraftig utvikling er vedtatt som tverrfaglig tema i norsk skole (grunnopplæringen) og i de femårige grunnskolelærer-utdanningene. Som lærerutdannere og skoleforskere tilknyttet forskergruppen Nature in Children’s Literature and Culture, ved Høgskulen på Vestlandet (HVL), er vi opptatt av miljødebatten og oppfatninger av natur i planverkene for de femårige grunnskolelærerutdanningene i fagene kroppsøving og mat og helse. De nasjonale studieplanene for 2017–18 og emneplaner fra fem UH-institusjoner utgjør vårt empiriske materiale. Vi har identifisert ord og begrep om miljødebatten og natur med analyseverktøyet NVivo. Funnene viser at ordene klima, menneske, naturen, ressurs og ute er lite brukt i planene, men selve meningskonteksten ordene står i kan tolkes som en noe menneskesentrert måte å forstå naturen på, et antroposentrisk syn. Ordene bærekraft og friluftsliv forekommer flere ganger i planene og representerer både et antroposentrisk syn og en mer økosentrisk, helhetlig måte å tenke liv og omverden på. Vi diskuterer våre funn opp mot The Nature in Culture Matrix. Drøftingene konkluderer med at det er behov for forskning som også studerer ulike undervisningspraksiser og lærerutdanneres, praksislæreres og studenters egne erfaringer med utdanningene sett fra et miljøperspektiv. Vårt mål er at artikkelen kan bidra i en bevisstgjøring og refleksjon omkring hvordan man kan legge opp til mer økokritisk undervisning i fagene kroppsøving og mat og helse i norsk lærerutdanning.Nøkkelord: grunnskolelærerutdanninger, kroppsøving, mat og helse, natur, bærekraftig utvikling, miljødimensjonenConcepts of Nature in the Physical Education and Food and Health Curricula in the Five-year Teacher Education ProgrammesAbstractThis article takes as its starting point the decision that sustainable development is to be an interdisciplinary theme in Norwegian primary and secondary education and in the five-year teacher education programmes. As teacher educators and education researchers in the research group Nature in Children’s Literature and Culture, at the Western Norway University of Applied Sciences, we are concerned about the environment debate and how nature is perceived in the plans for teacher education in two subject areas: Physical Education, and Food and Health. Our empirical material consists of the national study plans for 2017–18 and the course plans from five tertiary institutions. We have identified words and phrases related to the environmental dimension and nature using the analytical tool NVivo. The findings show that the words climate, people, nature, resource and outdoors are seldom used in these plans. Moreover, the contexts in which these words are used can be interpreted as indicating a human-centred view of nature, an anthropocentric view. The words sustainable and outdoor recreation (friluftsliv) occur numerous times in the plans, and represent both an anthropocentric view of nature and an ecocentric perspective, a more holistic way of thinking of life and the environment. We discuss our findings in relation to the Nature in Culture Matrix. The discussion concludes that there is a need for more research focusing on various teaching practices and on the experiences of teacher trainers, practice teachers and students in these subject areas, viewed from an environmental perspective. The objective of the article is to contribute to awareness raising and encourage reflection regarding strategies for more ecocritical teaching in the subjects Physical Education and Food and Health in Norwegian teacher education.Keywords: teacher education, physical education, food and health, nature, sustainable development, environment

scholarly journals Representation of racial diversity in picturebooks in teacher education programs in the Republic of Croatia

2021 ◽  
pp. 66
Author(s):  
Matea Butković ◽  
Ester Vidović
Keyword(s):  
Teacher Education ◽  
Children's Literature ◽  
Intercultural Competence ◽  
Teacher Educators ◽  
Children’S Literature ◽  
Racial Diversity ◽  
Intercultural Education ◽  
Ethnic Representation ◽  
University Instructors ◽  
The Republic

In the Republic of Croatia, the importance of intercultural education and competence-oriented curricula has gained momentum in the last decade, with children’s literature being perceived as an invaluable source of intercultural learning and a fruitful tool for an exploration of global cultural diversity. Given that empirical data indicate the importance of children’s age for selecting age-appropriate intervention methods that would help combat discriminatory and prejudicial views, especially during the period between early and late childhood, this paper explores the choice of authors and picturebook titles taught in children’s literary courses at six Croatian Faculties of Teacher Education (Rijeka, Pula, Zagreb, Osijek, Zadar, and Split) with the aim to determine how university instructors interpret multicultural children’s literature and to which extent their syllabi accentuate the potential of picturebooks in fostering future pre-school and elementary-school teachers’ intercultural competence. The findings indicate a misalignment between the objectives of intercultural education and the racial and ethnic representation of authors and their characters, especially protagonists. Furthermore, intercultural competence is not a major learning objective in the analyzed university syllabi. The choice of authors and picturebooks indicates a clear preference for white North American and European authors and white characters and protagonists. These findings highlight the need for teacher-educators, i.e., university instructors, to rethink the nature of their learning objectives and study content and to expand their reading lists with more diverse voices that challenge the traditional models that have historically left many ethnic groups misrepresented, under-represented, or fully omitted from school and university curricula.

Supporting Teacher Candidates as Social Justice Change-Makers

2021 ◽  
pp. 398-421
Author(s):  
Anne Homza ◽  
Tiffeni J. Fontno
Keyword(s):  
Social Justice ◽  
Children's Literature ◽  
Teacher Candidates ◽  
Critical Consciousness ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Children’S Literature ◽  
Shared Goal ◽  
Support Teacher ◽  
Future Work

Critical consciousness, teacher agency, intellectual freedom, and equity-informed practices are vital aspects of a collaboration between a faculty member and an educational librarian, whose shared goal is to support teacher candidates' capacity to use diverse children's literature to teach for social justice. In this chapter, teacher educator Homza and head librarian Fontno share ways to help teacher candidates use diverse children's literature to develop their own critical consciousness, explore issues of equity, and teach for social justice in their future classrooms. Grounding their work in conceptual frameworks, the authors discuss their positionalities, how the literature collection is built, and course activities that use diverse children's literature. Teacher candidates' reflections suggest that these efforts have an impact on their critical consciousness and capacity to engage in the challenging work of transformative pedagogy. The authors share implications for other teacher educators and librarians and questions to explore in future work.

scholarly journals Between ideal teaching and ‘what works’: The transmission and transformation of a content area from university to school placements within physical education teacher education

2020 ◽  
pp. 1356336X2094957
Author(s):  
Björn Tolgfors ◽  
Erik Backman ◽  
Gunn Nyberg ◽  
Mikael Quennerstedt
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Teacher Educators ◽  
Content Area ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Individual Interviews ◽  
What Works ◽  
Group Interviews

The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) as a particular content area in the transition between a university course and a school placement course within Swedish physical education teacher education (PETE). By combining Basil Bernstein’s pedagogic device and Stephen Ball’s performativity perspective, we alternately ask how AfL is constructed as a pedagogic discourse and what AfL becomes in different contexts within PETE. Nine students attending a Swedish PETE programme participated in the study. The empirical material was collected through one seminar and two group interviews at the university, as well as through nine individual interviews based on lesson observations at different school placements. Our findings highlight five recontextualising rules, which indicate that: (1) the task of integrating assessment into teaching enables the use of AfL; (2) an exclusive focus on summative assessment and grading constrains the use of AfL; (3) a lack of critical engagement with physical education teaching traditions constrains the use of AfL; (4) knowing the pupils is crucial for the use of AfL; and (5) the framing of the school placements determines how AfL can be used. As a consequence of these rules, AfL was transformed into three different fabrications: (1) AfL as ideal teaching; (2) AfL as correction of shortcomings; and (3) AfL as ‘what works’. One conclusion from this study is that increased collaboration between teacher educators and cooperating teachers in schools can help strengthen PETE’s influence on school physical education.

scholarly journals Literacy Teacher Educators Creating Space for Children’s Literature

2020 ◽  
Vol 10 (10) ◽  
pp. 288
Author(s):  
Lydia Menna ◽  
Clare Kosnik ◽  
Pooja Dharamshi
Keyword(s):  
Children's Literature ◽  
Social Practice ◽  
Teacher Educators ◽  
Social Issues ◽  
Children’S Literature ◽  
Linguistically Diverse ◽  
Construction Of Knowledge ◽  
Teacher Trainees ◽  
Literacy Teacher ◽  
Support Teacher

This paper reports on a qualitative research study that examined how 10 literacy teacher educators (LTEs) utilized children’s literature to invite teacher trainees to critically engage with social issues, challenge their assumptions about literacy, and begin to develop the knowledge and dispositions to work alongside diverse learners (e.g., culturally, linguistically, socio-economically). The LTEs recognized that teacher trainees often entered their literacy courses with restricted conceptions of literacy and deficit assumptions about children from economically marginalized and/or culturally and linguistically diverse backgrounds. Within their courses, the LTEs positioned literacy as a multifaceted social practice, wherein access to a variety of representational resources facilitates the active construction of knowledge and identities. The LTEs modeled instructional strategies and designed assignments that encouraged teacher trainees to use children’s literature as a means to connect with issues relevant to the lives of young learners within contemporary classrooms. This research will be of interest to LTEs who endeavor to use children’s literature as a springboard to support teacher trainees to develop a self-reflective stance and a critical cultural consciousness.

A Portrait of Chinese Culture: Investigating Perceptions Presented in Children's Books

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Rebecca M. Giles ◽  
Susan F. Martin ◽  
Vitulli Paige
Keyword(s):  
Children's Literature ◽  
Multicultural Education ◽  
Chinese Culture ◽  
Teacher Educators ◽  
Children’S Literature ◽  
Evaluation Tool ◽  
Cultural Authenticity ◽  
Ethnic Chinese ◽  
Urban Educators ◽  
Multicultural Children's Literature

AbstractAdministrators, librarians, parents, teachers, and teacher educators need to be familiar with quality multicultural children's literature as a means of helping children develop an understanding of others as well as affirming their own diverse backgrounds. In this study, 31 fictional picture books identified as containing representations of ethnic Chinese or their culture were examined for literary quality and cultural authenticity. Six reviewers (three Chinese and 3 American) independently evaluated each book using a revised 10-item version of the Multicultural Children's Literature Evaluation Tool (Higgins, J. J. (2002). Multicultural children's literature: creating and applying an evaluation tool in response to the needs of urban educators. New Horizons in Education. Retrieved from http://education.jhu.edu/PD/newhorizons/strategies/topics/multicultural-education/multicultural-childrens-literature/index.html) with the highest possible score being 30. Results indicated good interrater reliability with the mean score of the Chinese and American reviewers differing by less than 5 points for 24 books (80 %). Three books received a mean score of 30 by at least one group of reviewers, and three books received a mean score of below 19 by at least one group of reviewers. With results of studies such as this one at their disposal, adults are better prepared to select quality, culturally authentic literature to share with children.

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