Norsk fordjuping- eit utopisk tilvalsfag? Ein kvalitativ studie av tilvalsfaget norsk fordjuping

• Main Author: Indreeide, Torunn
• Format: Master Thesis
• Language: Norwegian Nynorsk
• Published: The University of Bergen 2014
• Subjects: norsk fordypning; ungdomsskolen; arbeidslivsfaget; 729999; Norway; sami
• Online Access: https://hdl.handle.net/1956/8957

When the National Curriculum for Knowledge Promotion was made public in 2006, a greater focus on the core curriculum in school was promoted. Practical Projects, a central part of the curriculum of 1997, was taken out. With the Knowledge Promotion students were given 2 options concerning electives. They could choose a second foreign language in addition to ordinary English, or they could choose In-depth studies in Norwegian, English or in the Sami language. For students who were not academic strong and had second thoughts about learning another foreign language, the “easiest” choice was In-depth studies in Norwegian. It is on this subject my research and studies have been done. In Report No. 44 to the Storting (2008-2009) Education Strategy the challenges concerning electives and foreign language studies is a central topic and the report suggests trying to give the students at lower-secondary schools a new more practical oriented elective, vocational training. Introducing the new vocational training study may be included in a long ongoing debate concerning schools, dealing with the question if a strong academic focus has neglected some students with a need for a more practical approach to learning, or not. This is a qualitative study, divided in two parts. The first part is aimed at how In-Depth studies of Norwegian is expressed in the curriculum of 1997 and 2006. The findings here are presented in a content analysis. In the second part, the perspective is how teachers operationalize the competence aims in In-depth studies of Norwegian in the Knowledge Promotion. Five teachers from two different counties and three different municipalities in western Norway are interviewed. The findings indicate that teachers manoeuvres within their field as teachers when they operationalize competence aims in In-Depth studies of Norwegian. Adapted teaching is very central for all my informants and the process of operationalising is very much a question of creating a method and adapting the content to fit the preconditions of the ...