Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet
From 2017 the Norwegian teacher education in primary and lower secondary school will be a five-year master education. UiT - The Norwegian Arctic University started a master education already in 2010. The main differences between the old and new program are: increased credits in both pedagogy and the...
Published in: | Nordic Studies in Science Education |
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University of Oslo Library
2017
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ftosloiunivojs:oai:ojs.www.journals.uio.no:article/3140 2023-05-15T15:04:38+02:00 Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet Olufsen, Magne Karlsen, Solveig Ødegaard, Marianne 2017-09-04 application/pdf image/png application/msword https://journals.uio.no/nordina/article/view/3140 https://doi.org/10.5617/nordina.3140 eng eng University of Oslo Library https://journals.uio.no/nordina/article/view/3140/4804 https://journals.uio.no/nordina/article/view/3140/6403 https://journals.uio.no/nordina/article/view/3140/6404 https://journals.uio.no/nordina/article/view/3140/6405 https://journals.uio.no/nordina/article/view/3140/6406 https://journals.uio.no/nordina/article/view/3140/6407 https://journals.uio.no/nordina/article/view/3140/6408 https://journals.uio.no/nordina/article/view/3140/6409 https://journals.uio.no/nordina/article/view/3140/6410 https://journals.uio.no/nordina/article/view/3140/6411 https://journals.uio.no/nordina/article/view/3140 doi:10.5617/nordina.3140 Nordic Studies in Science Education; Vol. 13 No. 2 (2017); 117-133 1894-1257 1504-4556 Natural science PCK lower secondary preservice teachers interview and questionare info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Fagfellevurdert artikkel 2017 ftosloiunivojs https://doi.org/10.5617/nordina.3140 2022-04-22T05:14:33Z From 2017 the Norwegian teacher education in primary and lower secondary school will be a five-year master education. UiT - The Norwegian Arctic University started a master education already in 2010. The main differences between the old and new program are: increased credits in both pedagogy and the master subject, more emphasize on pedagogical content knowledge (PCK) and more focus on the master subject early in the education. In this case study, teacher supervisors evaluate students’ knowledge in their school practice. All teacher supervisors in the study with practice from both former and new education, experienced that the master students had increased subject matter knowledge and PCK. These changes in preservice teacher knowledges can possibly be explained by changes in the education program. Our results show that early emphasize on subject, increased focus on PCK and subject matter knowledge are important features in the development of the pre-service teachers’ professional knowledge. Article in Journal/Newspaper Arctic Arktis* University of Oslo (UiO): FRITT (E-Journals) Arctic Nordic Studies in Science Education 13 2 117 133 |
institution |
Open Polar |
collection |
University of Oslo (UiO): FRITT (E-Journals) |
op_collection_id |
ftosloiunivojs |
language |
English |
topic |
Natural science PCK lower secondary preservice teachers interview and questionare |
spellingShingle |
Natural science PCK lower secondary preservice teachers interview and questionare Olufsen, Magne Karlsen, Solveig Ødegaard, Marianne Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet |
topic_facet |
Natural science PCK lower secondary preservice teachers interview and questionare |
description |
From 2017 the Norwegian teacher education in primary and lower secondary school will be a five-year master education. UiT - The Norwegian Arctic University started a master education already in 2010. The main differences between the old and new program are: increased credits in both pedagogy and the master subject, more emphasize on pedagogical content knowledge (PCK) and more focus on the master subject early in the education. In this case study, teacher supervisors evaluate students’ knowledge in their school practice. All teacher supervisors in the study with practice from both former and new education, experienced that the master students had increased subject matter knowledge and PCK. These changes in preservice teacher knowledges can possibly be explained by changes in the education program. Our results show that early emphasize on subject, increased focus on PCK and subject matter knowledge are important features in the development of the pre-service teachers’ professional knowledge. |
format |
Article in Journal/Newspaper |
author |
Olufsen, Magne Karlsen, Solveig Ødegaard, Marianne |
author_facet |
Olufsen, Magne Karlsen, Solveig Ødegaard, Marianne |
author_sort |
Olufsen, Magne |
title |
Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet |
title_short |
Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet |
title_full |
Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet |
title_fullStr |
Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet |
title_full_unstemmed |
Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet |
title_sort |
endringer i lærerstudenters kompetanser? en casestudie fra en ny lærerutdanning ved uit norges arktiske universitet |
publisher |
University of Oslo Library |
publishDate |
2017 |
url |
https://journals.uio.no/nordina/article/view/3140 https://doi.org/10.5617/nordina.3140 |
geographic |
Arctic |
geographic_facet |
Arctic |
genre |
Arctic Arktis* |
genre_facet |
Arctic Arktis* |
op_source |
Nordic Studies in Science Education; Vol. 13 No. 2 (2017); 117-133 1894-1257 1504-4556 |
op_relation |
https://journals.uio.no/nordina/article/view/3140/4804 https://journals.uio.no/nordina/article/view/3140/6403 https://journals.uio.no/nordina/article/view/3140/6404 https://journals.uio.no/nordina/article/view/3140/6405 https://journals.uio.no/nordina/article/view/3140/6406 https://journals.uio.no/nordina/article/view/3140/6407 https://journals.uio.no/nordina/article/view/3140/6408 https://journals.uio.no/nordina/article/view/3140/6409 https://journals.uio.no/nordina/article/view/3140/6410 https://journals.uio.no/nordina/article/view/3140/6411 https://journals.uio.no/nordina/article/view/3140 doi:10.5617/nordina.3140 |
op_doi |
https://doi.org/10.5617/nordina.3140 |
container_title |
Nordic Studies in Science Education |
container_volume |
13 |
container_issue |
2 |
container_start_page |
117 |
op_container_end_page |
133 |
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1766336368093429760 |