Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet
Source at http://dx.doi.org/10.5617/nordina.3140 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 progra...
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Online Access: | https://hdl.handle.net/10037/11661 |
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ftunivtroemsoe:oai:munin.uit.no:10037/11661 2023-05-15T15:05:26+02:00 Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet Olufsen, Magne Karlsen, Solveig Ødegaard, Marianne 2017 https://hdl.handle.net/10037/11661 nob nob Naturfagsenteret Nordina: Nordic studies in science education FRIDAID 1493972 1894-1257 https://hdl.handle.net/10037/11661 openAccess VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 VDP::Social science: 200::Education: 280 Journal article Tidsskriftartikkel Peer reviewed 2017 ftunivtroemsoe 2021-06-25T17:55:24Z Source at http://dx.doi.org/10.5617/nordina.3140 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 Tromsø: Munin Open Research Archive Arctic |
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Open Polar |
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University of Tromsø: Munin Open Research Archive |
op_collection_id |
ftunivtroemsoe |
language |
Norwegian Bokmål |
topic |
VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 VDP::Social science: 200::Education: 280 |
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VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 VDP::Social science: 200::Education: 280 Olufsen, Magne Karlsen, Solveig Ødegaard, Marianne Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet |
topic_facet |
VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 VDP::Social science: 200::Education: 280 |
description |
Source at http://dx.doi.org/10.5617/nordina.3140 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 |
Naturfagsenteret |
publishDate |
2017 |
url |
https://hdl.handle.net/10037/11661 |
geographic |
Arctic |
geographic_facet |
Arctic |
genre |
Arctic Arktis* |
genre_facet |
Arctic Arktis* |
op_relation |
Nordina: Nordic studies in science education FRIDAID 1493972 1894-1257 https://hdl.handle.net/10037/11661 |
op_rights |
openAccess |
_version_ |
1766337143675813888 |