Dialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher education
This paper is the first in a series of three studies that explore the pedagogy used in the Norwegian and Russian early childhood settings by examining texts that are part of the syllabus in two early childhood teacher education programs that participated in our project with student international exc...
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Online Access: | https://hdl.handle.net/11250/3010727 https://doi.org/10.5195/dpj.2022.416 |
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fthsvestlandet:oai:hvlopen.brage.unit.no:11250/3010727 2024-03-03T08:47:23+00:00 Dialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher education Merzliakova, Elena Gradovski, Mikhail Ødegaard, Elin Eriksen 2022 application/pdf https://hdl.handle.net/11250/3010727 https://doi.org/10.5195/dpj.2022.416 eng eng Pitt Open Library Publishing https://dpj.pitt.edu/ojs/dpj1/article/view/416/241 Norges forskningsråd: 275575 UiT Norges arktiske universitet: uit Merzliakova, E., Gradovski, M., & Eriksen Ødegaard, E. (2022). Dialogue about “learning” across the Northern Norway-Russia border. Dialogic Pedagogy: An International Online Journal, 10, A43-A64. urn:issn:2325-3290 https://hdl.handle.net/11250/3010727 https://doi.org/10.5195/dpj.2022.416 cristin:2010330 Navngivelse 4.0 Internasjonal http://creativecommons.org/licenses/by/4.0/deed.no A43--A64 10 Dialogic Pedagogy: An International Online Journal Lærebokanalyse Textbook analysis Komparativ barnehagepedagogikk Comparative childhood studies Barnehagelærerutdanning Preschool teacher education Formell og uformell læring Formal and informal learning VDP::Samfunnsvitenskap: 200 VDP::Social sciences: 200 Peer reviewed Journal article 2022 fthsvestlandet https://doi.org/10.5195/dpj.2022.416 2024-02-02T12:41:11Z This paper is the first in a series of three studies that explore the pedagogy used in the Norwegian and Russian early childhood settings by examining texts that are part of the syllabus in two early childhood teacher education programs that participated in our project with student international exchanges. The study explores how Mikhail Bakhtin’s notion of dialogue relates to the concept of ‘learning’ in the context of early childhood teacher educations in Northern Norway and Northern Russia. The data sources are textbooks used as syllabi for kindergarten teacher education in those countries. These national dialogues are understood as authoritative discourses on the concepts of learning to which the students in both countries have to relate. By being inspired by Bakhtin’s notion of dialogue, we consider that the ideas in textbooks areas are in a dialogic relationship as they are parts of a regulating battle between centrifugal and centripetal forces. A constructivist perspective on learning and the division of the learning process into subject, knowledge and education areas are identified as the centripetal forces in the dialogue on learning. Activities, tools, and the role of adults are identified as centrifugal forces. Based on the hypothetical premise that textbooks influence practices and that practice may unfold as textbooks describe, we have created hypothetical discussions between educators and students in these countries. The study provides better insight on the premises for the dialogue about learning across international borders which can be useful in internalization and exchange programs in kindergarten teacher educations in different countries. publishedVersion Article in Journal/Newspaper Northern Norway Høgskulen på Vestlandet: HVL Open Norway Dialogic Pedagogy: An International Online Journal 10 A43 A64 |
institution |
Open Polar |
collection |
Høgskulen på Vestlandet: HVL Open |
op_collection_id |
fthsvestlandet |
language |
English |
topic |
Lærebokanalyse Textbook analysis Komparativ barnehagepedagogikk Comparative childhood studies Barnehagelærerutdanning Preschool teacher education Formell og uformell læring Formal and informal learning VDP::Samfunnsvitenskap: 200 VDP::Social sciences: 200 |
spellingShingle |
Lærebokanalyse Textbook analysis Komparativ barnehagepedagogikk Comparative childhood studies Barnehagelærerutdanning Preschool teacher education Formell og uformell læring Formal and informal learning VDP::Samfunnsvitenskap: 200 VDP::Social sciences: 200 Merzliakova, Elena Gradovski, Mikhail Ødegaard, Elin Eriksen Dialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher education |
topic_facet |
Lærebokanalyse Textbook analysis Komparativ barnehagepedagogikk Comparative childhood studies Barnehagelærerutdanning Preschool teacher education Formell og uformell læring Formal and informal learning VDP::Samfunnsvitenskap: 200 VDP::Social sciences: 200 |
description |
This paper is the first in a series of three studies that explore the pedagogy used in the Norwegian and Russian early childhood settings by examining texts that are part of the syllabus in two early childhood teacher education programs that participated in our project with student international exchanges. The study explores how Mikhail Bakhtin’s notion of dialogue relates to the concept of ‘learning’ in the context of early childhood teacher educations in Northern Norway and Northern Russia. The data sources are textbooks used as syllabi for kindergarten teacher education in those countries. These national dialogues are understood as authoritative discourses on the concepts of learning to which the students in both countries have to relate. By being inspired by Bakhtin’s notion of dialogue, we consider that the ideas in textbooks areas are in a dialogic relationship as they are parts of a regulating battle between centrifugal and centripetal forces. A constructivist perspective on learning and the division of the learning process into subject, knowledge and education areas are identified as the centripetal forces in the dialogue on learning. Activities, tools, and the role of adults are identified as centrifugal forces. Based on the hypothetical premise that textbooks influence practices and that practice may unfold as textbooks describe, we have created hypothetical discussions between educators and students in these countries. The study provides better insight on the premises for the dialogue about learning across international borders which can be useful in internalization and exchange programs in kindergarten teacher educations in different countries. publishedVersion |
format |
Article in Journal/Newspaper |
author |
Merzliakova, Elena Gradovski, Mikhail Ødegaard, Elin Eriksen |
author_facet |
Merzliakova, Elena Gradovski, Mikhail Ødegaard, Elin Eriksen |
author_sort |
Merzliakova, Elena |
title |
Dialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher education |
title_short |
Dialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher education |
title_full |
Dialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher education |
title_fullStr |
Dialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher education |
title_full_unstemmed |
Dialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher education |
title_sort |
dialogue about “learning” across the northern norway-russia border: an analysis of textbooks in kindergarten teacher education |
publisher |
Pitt Open Library Publishing |
publishDate |
2022 |
url |
https://hdl.handle.net/11250/3010727 https://doi.org/10.5195/dpj.2022.416 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Northern Norway |
genre_facet |
Northern Norway |
op_source |
A43--A64 10 Dialogic Pedagogy: An International Online Journal |
op_relation |
https://dpj.pitt.edu/ojs/dpj1/article/view/416/241 Norges forskningsråd: 275575 UiT Norges arktiske universitet: uit Merzliakova, E., Gradovski, M., & Eriksen Ødegaard, E. (2022). Dialogue about “learning” across the Northern Norway-Russia border. Dialogic Pedagogy: An International Online Journal, 10, A43-A64. urn:issn:2325-3290 https://hdl.handle.net/11250/3010727 https://doi.org/10.5195/dpj.2022.416 cristin:2010330 |
op_rights |
Navngivelse 4.0 Internasjonal http://creativecommons.org/licenses/by/4.0/deed.no |
op_doi |
https://doi.org/10.5195/dpj.2022.416 |
container_title |
Dialogic Pedagogy: An International Online Journal |
container_volume |
10 |
container_start_page |
A43 |
op_container_end_page |
A64 |
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1792503561499705344 |