scholarly journals «Det er et kjemperart system!» – spesialpedagogikk, tilpasset opplæring og nyutdannede læreres kompetanse

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Yngve Antonsen ◽  
Gregor Maxwell ◽  
Kristin Emilie Willumsen Bjørndal ◽  
Rachel Jakhelln
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Secondary School ◽  
New Teachers ◽  
School Teacher ◽  
Lower Secondary School ◽  
Relational Thinking ◽  
Qualified Teachers ◽  
Inclusive Pedagogy ◽  
Newly Qualified Teachers

De nye femårige grunnskolelærerutdanningene i Norge skal utdanne lærere med fag-fordypning og forskningsbasert kunnskap. Disse lærerne skal kunne tilpasse opp-læringen til den enkelte elev og integrere spesialundervisning i grunnskolen. Studiens forskningsspørsmål er: Hvordan erfarer nyutdannede grunnskolelærere at den formelle lærerkompetansen fra en integrert femårig grunnskolelærerutdanning samsvarer med deres behov for kunnskap om tilpasset opplæring og spesialpedagogikk i yrkesstarten? Studien er basert på kvalitative intervjuer med 43 nyutdannede lærere fra de tre første grunnskolelærerkullene med femårig integrert masterutdanning for skolens trinn 1–7 og 5–10 fra UiT Norges arktiske universitet. Undersøkelsen inngår i det longitudinelle forskningsprosjektet «Relevant masterutdanning for grunnskolelærere». Analysen av data er basert på en temasentrert analysestrategi i NVivo12. Resultatene viser at de nyutdannede lærerne opplevde utfordringer med å tilpasse opplæringen for en sammensatt elevgruppe, og spesielt for elever med behov for særskilt tilrettelegging. De nyutdannede lærerne erfarte at de manglet kunnskap og ferdigheter til å arbeide med atferds¬problemer og bestemte diagnosegrupper. De manglet også kunnskap om hvordan det eksterne spesialpedagogiske støtteapparatet fungerer, og hvordan og når de skal melde inn tiltak. De nyutdannede tilegner seg spesialpedagogisk kompetanse ved å teste ut egne ideer, eller de bygger på råd fra kolleger. Enkelte deltar på kurs eller veiledning fra PPT, BUP eller andre aktører om temaer som individuelle opplæringsplaner eller diagnoser. Den erfaringsbaserte læringstilnærmingen styrker etablert og kritisert tenkning om spesialpedagogikk og viderefører et system som ikke fungerer (Nordahl et al., 2018). Nyutdannede lærere trenger mer kunnskap om inkluderende pedagogikk og relasjonell tenkning i utdanningen. Nøkkelord: femårig grunnskolelærerutdanning, nyutdannede lærere, spesialpedagogikk, tilpasset opplæring, relasjonell tenkning, inkluderende pedagogikk “It’s a very strange system!” – Special education, adapted education, and newly qualified teachers’ competence AbstractThe new Norwegian five-year primary and lower secondary school teacher education prepares teachers with increased subject-specific and research-based knowledge. These new teachers should be able to adapt teaching to individual students and integrate special education approaches. The research question is: How do newly qualified teachers experience their formal teacher competences from a five-year integrated master’s programme compared with their need for knowledge about adapted and special education at career-start? The study is based on qualitative interviews with 43 newly qualified teachers from the first three cohorts of a five-year integrated master’s teacher education programme at UiT The Arctic University of Norway. The study is part of the longitudinal research project “Relevant master education for school teachers”. Data are thematically analysed in Nvivo12 with results showing that new teachers experienced challenges in adapting teaching to all students, especially to students with needs of additional support. The new teachers found that they lack the competence to work with behavioural problems and particular diagnostic groups. They felt that they lack expertise on how external specialist support systems work and how and when to report concerns. Newly qualified teachers acquire special education competence by testing out their own ideas or based on advice from colleagues. Some also attend courses or seek guidance from support services on topics such as individual plans or diagnoses. The experience-based learning approaches taken by new teachers strengthen established and criticised thinking about special education and perpetuates a dysfunctional system. Newly qualified teachers need more knowledge about inclusive pedagogy, adapted education, and relational thinking in education. Keywords: primary and lower secondary school teacher education, newly qualified teachers, special education, adapted education, relational thinking, inclusive pedagogy

scholarly journals FoU-kompetansen til nyutdannede grunnskolelærere – grunnlag for skoleutvikling?

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Kristin Emilie Willumsen Bjørndal ◽  
Yngve Antonsen ◽  
Rachel Jakhelln
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Research And Development ◽  
Longitudinal Research ◽  
School Teacher ◽  
Development Work ◽  
Secondary School Teacher ◽  
Lower Secondary School ◽  
Qualified Teachers ◽  
Newly Qualified Teachers

De nye femårige grunnskolelærerutdanningene på masternivå skal kvalifisere for en profesjonsutøvelse som bygger på forsknings- og utviklingsarbeid (FoU). Det finnes få norske studier som undersøker hvordan lærere forstår og anvender forskningsbasert kunnskap i yrket (Mausethagen, 2015). Denne studien undersøker følgende forskningsspørsmål: Hvordan anvender nyutdannede lærere med master i grunnskolelærerutdanning sin FoU-kompetanse i skolen i de to første yrkesårene? Studien er en kvalitativ intervjustudie av 29 nyutdannede lærere etter ett år i yrket; 17 av informantene er også intervjuet på ny etter to år i yrket. Intervjudataene ble analysert ved bruk av temasentrert tilnærming. Undersøkelsen inngår i et longitudinelt forskningsprosjekt. Denne studiens resultater viser at FoU-kompetansen gir et kunnskapsgrunnlag for utvikling og forbedring av egen praksis, grunnlag for refleksjon over sin praksis og grunnlag for forbedring av undervisningspraksis og klasseledelse. Enkelte nyutdannede lærere blir også ressurspersoner på arbeidsplassen i sine fordypningsfag fra utdanningen. De nye lærerne har et positivt forhold til sin FoU-kompetanse og knytter den til personlig profesjonsutvikling, men forblir passive i forhold til skolens strategiske FoU-arbeid. Enkelte nyutdannede lærere uttrykker at de ikke anvender sin FoU-kompetanse utover egenrefleksjon i yrkesutøvelsen, på grunn av mange nye arbeidsoppgaver og tidsmangel. De nyutdannede oppfatter skolenes kvalitetsarbeid som utviklingsarbeid, og det er i mindre grad basert på systematisk forskningsarbeid. Resultatene indikerer at lærerutdanningen har et forbedringspotensial og bør vektlegge å utvide studentenes forståelse av FoU-kompetanse. Nøkkelord: femårig grunnskolelærerutdanning, forsknings- og utviklingsarbeid, nyutdannede lærere, FoU-kompetanse R&D competence of newly qualified primary and secondary school teachers – a basis for school development? AbstractThe new Norwegian five-year primary and lower secondary school teacher education at master level qualifies teachers for a professional practice based on research and development work (R&D). Few studies in Norway have investigated how teachers understand and apply research-based knowledge in the profession (Mausethagen, 2015). This theme is investigated in this study with the following research question: How do newly qualified teachers with master degree in primary and lower secondary school education use their R&D competence in school in the first two years? The data used were from semi-structured interviews of 29 newly qualified teachers after one year in the profession. We also interviewed 17 of the informants once more after two years’ work experience in the profession. The data were analyzed using theme-centered analysis. The study is part of a longitudinal research project. Results from the study show that R&D competence provides students with a knowledge base for development and improvement of their practice, a basis for reflection on the practice, and contributes to improving teaching practices and class management. Some newly qualified teachers also become resource persons in their subjects of specialization as a direct consequence of their education. The results also show variation in the newly qualified teachers’ participation in schools’ R&D projects, from central roles to completely peripheral participation. Other work tasks combined with time pressure prevent the use of R&D expertise. The results indicate that the new teacher education also has potential for improvement and should emphasize expanding the students’ understanding of R&D competence. Keywords: five-year primary and lower secondary school teacher education, research and development work, newly qualified teachers, R&D competence

scholarly journals Norske masterutdanninger i naturfag for grunnskolelærere – store variasjoner i omfang på masteroppgaver og fagsammensetningNorwegian master educations in natural science for lower secondary school

2015 ◽  
Vol 11 (3) ◽  
pp. 293-303
Author(s):  
Magne Olufsen ◽  
Solveig Karlsen ◽  
Monica Andreassen ◽  
Andy Sortland
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Natural Science ◽  
Teacher Educators ◽  
School Teacher ◽  
The Arctic ◽  
Lower Secondary School ◽  
Pedagogical Content ◽  
New Education ◽  
Science Pedagogical Content Knowledge

English title: Norwegian master educations in natural science for lower secondary school – large differences in courses offered and size of master thesisCurrently, the majority of students in lower secondary school teacher education take a four-year education in Norway. From 2017 this education will be prolonged to a five-year master education. In connection to this, there is an ongoing debate in Norway about the content of the new teacher education programs. In 2010, the Arctic University of Norway (UiT) began the first integrated five-year master education for lower secondary teacher education students in Norway. This program is described in the article, with a focus on the subject natural science in the 5–10 level education. UiT has made progress regarding the difficult link between the student’s school practice and their education at the University. As teacher educators, we experience that the new education also seems to give the students a higher identity and motivation towards teaching natural science. There are four teacher education colleges/universities in Norwegian offering a master degree in natural science/pedagogical content knowledge for teachers in lower secondary school. These master educations are relatively different in structure, and especially the subjects offered and the size of the master thesis is considerably different.

A Study on Site Suitability of the Secondary School Teacher Education Curriculum Focusing on Science and Math Subject

2015 ◽  
Vol 16 (4) ◽  
pp. 1-30 ◽  
Author(s):  
Seung Jung Kim ◽  
Soo Jeung Lee ◽  
Jung Cheol Shin ◽  
Jae Geun Kim ◽  
June hee Yoo ◽  
...  
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Education Curriculum ◽  
Site Suitability ◽  
Teacher Education Curriculum

scholarly journals An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

2020 ◽  
Vol 7 (1) ◽  
pp. 19-25
Author(s):  
Michael Nally ◽  
Brian Ladden
Keyword(s):  
Teacher Education ◽  
Teacher Induction ◽  
Primary Schools ◽  
Initial Teacher Education ◽  
First Year ◽  
Peer Observation ◽  
Qualified Teachers ◽  
Whole School ◽  
The Individual ◽  
Newly Qualified Teachers

AbstractThe Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’which are compulsory for NQTs and were seen as being too similar to their initial teacher education.

scholarly journals Promoting Participation in Society through Science Education

2018 ◽  
Vol 10 (10) ◽  
pp. 3412 ◽  
Author(s):  
Katri Varis ◽  
Ilpo Jäppinen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen ◽  
Esko Väyrynen
Keyword(s):  
Science Education ◽  
Secondary School ◽  
School Teacher ◽  
Local Communities ◽  
Secondary School Teacher ◽  
Willingness To Participate ◽  
Lower Secondary School ◽  
Exercise Participation ◽  
Shared Experiences ◽  
Pedestrian Crossing

Participation in society can be promoted through science education. This study considers an example of how a lower secondary school teacher integrated participation in society into physics studies and how students (n = 20) perceived the participation exercise. In the learning process, students exchanged knowledge and tools with others and produced knowledge for the community in the form of a citizen’s initiative leading to an action by the municipality: the painting of a pedestrian crossing. The students were keen to exercise participation and produce information through inquiries for their citizen initiative. After the intervention, most of the students expressed their willingness to participate in society and act as active citizens, they perceived that they have the means and opportunities, as well as the possibility to find support to participate and influence. Students were willing to participate particularly in their local communities. Students perceived that they learned and gained competences while participating. Students acknowledged knowledge as a base of the decision, which may promote perceived value of physics and associated careers. Students also highlighted collaboration and shared experiences, which may create engagement and participation concerning the scientific issues to which they relate. Similar participation exercises are possible in other contexts and countries. Further studies should focus on different participation exercises to gain more knowledge about young people’s experiences on participation.

scholarly journals Who Should Be Deciding What to Be Taught in Schools? Perspectives From Secondary School Teacher Education in Malawi

2018 ◽  
Vol 5 ◽  
pp. 238212051876790
Author(s):  
Matthews Tiwaone Mkandawire ◽  
Felix Kondwani Maulidi ◽  
James Sitima ◽  
Zubing Luo
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Curriculum Development ◽  
Public Participation ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Teacher Trainees ◽  
Curriculum Choice

This study sought to gather perspectives on “who” and “what” should determine choice of the curriculum for secondary school teacher education. Five heads of departments for secondary school teacher education and 3 cohorts of secondary school teacher trainees participated in the study. Findings reveal mixed perspectives on determinants of curriculum choice. However, both sets of respondents agreed that there is need for increased and improved public participation in curriculum development activities. Practical and theoretical implications of the findings are discussed in this report.

„Studium wolne” a zagadnienie kształcenia nauczycieli szkół średnich na Uniwersytecie Warszawskim w okresie II Rzeczypospolitej

2017 ◽  
Vol 62 (0) ◽  
pp. 86-111
Author(s):  
Kalina Bartnicka
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Content Knowledge ◽  
Master's Degree ◽  
School Teacher ◽  
Teaching Profession ◽  
Master’S Degree ◽  
One Year ◽  
Pedagogical Research ◽  
The University

In 1918, Poland’s education authorities began to build a uniform school system. Improving secondary education and organising teacher education were important tasks. In the 1870s education in Galicia was Polonised (including universities in Cracow and Lviv), and a system of secondary school teacher education was established. Candidates were educated at university philosophical faculties. Qualifications were obtained after passing state examinations in content knowledge and pedagogical knowledge. University studies in the Second Polish Republic were organised according to the principles of “free study”, which educated researchers. A vast majority of students undertook studies to prepare for the teaching profession. The article deals with the adjustment of ministerial regulations and studies at the Faculty of Philosophy (later Faculty of Humanities and Faculty of Mathematics and Natural Sciences) at the University of Warsaw to the needs of vocational education of teachers. Since 1926, future researchers and future teachers were subject to the Master’s degree regulations. The choice of career in teaching or in academia began only after obtaining a Master’s degree. Additionally, teachers needed to acquire theoretical and practical pedagogical qualifications: during a one-year or two-year pedagogical program organised by Bogdan Nawroczyński at the Faculty of Humanities. This period saw the development of pedagogical research and an increased interest in pedagogy.

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