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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Danish |
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University of Oslo
2017-09-01
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| Series: | Nordina: Nordic Studies in Science Education |
| Subjects: | |
| Online Access: | https://journals.uio.no/nordina/article/view/3140 |
| _version_ | 1830131651281158144 |
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| author | Magne Olufsen Solveig Karlsen Marianne Ødegaard |
| author_facet | Magne Olufsen Solveig Karlsen Marianne Ødegaard |
| author_sort | Magne Olufsen |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-12-17T06:20:14Z |
| format | Article |
| id | doaj.art-3d5cc66a454148d798916ab122ad82cd |
| institution | Directory Open Access Journal |
| issn | 1504-4556 1894-1257 |
| language | Danish |
| last_indexed | 2024-12-17T06:20:14Z |
| publishDate | 2017-09-01 |
| publisher | University of Oslo |
| record_format | Article |
| series | Nordina: Nordic Studies in Science Education |
| spelling | doaj.art-3d5cc66a454148d798916ab122ad82cd2022-12-21T22:00:25ZdanUniversity of OsloNordina: Nordic Studies in Science Education1504-45561894-12572017-09-0113210.5617/nordina.3140Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitetMagne Olufsen0Solveig Karlsen1Marianne Ødegaard2Institutt for lærerutdanning og pedagogikk, UIT Norges Arktiske UniversitetInstitutt for lærerutdanning og pedagogikk, UIT Norges Arktiske UniversitetInstitutt for lærerutdanning og skoleforskning ved Universitetet i OsloFrom 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.https://journals.uio.no/nordina/article/view/3140Natural sciencePCKlower secondary preservice teachersinterview and questionare |
| spellingShingle | Magne Olufsen Solveig Karlsen Marianne Ødegaard Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet Nordina: Nordic Studies in Science Education Natural science PCK lower secondary preservice teachers interview and questionare |
| title | 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_short | Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet |
| title_sort | endringer i laererstudenters kompetanser en casestudie fra en ny laererutdanning ved uit norges arktiske universitet |
| topic | Natural science PCK lower secondary preservice teachers interview and questionare |
| url | https://journals.uio.no/nordina/article/view/3140 |
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