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Metode mellom forskning og læring

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ISBN: 9788202549817 Year: Pages: 185 DOI: 10.23865/noasp.25 Language: Uncoded
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) Grant: The University College of Southeast Norway
Subject: Education
Added to DOAB on : 2018-01-29 13:32:12
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This book employs a range of approaches to answer the question of how to use qualitative methods in a way that opens for reflections on the development and the study of professional practice in teacher education. Knowledge is displayed in action. Since this is also true for professional practice, the methods used by the contributors to this book are oriented towards practical action in the field of education, from early childhood education to higher education. Development, reflection, learning and research are tightly interwoven, as is displayed by researchers, teachers, and students when they participate and reflect upon different kinds of learning processes. The book is dealt in three parts, all of which examine reflection in relation to the fundamental terms method, research, and learning. The first part discusses method in a field of tension between everyday practice, research, and learning. The second part focuses on reflection in different areas of university students practicum during their education. The third and final part highlights the different ways in which processes of reflection are relevant in the context of classroom studies. All contributors to Method between research and learning – Reflection in practice are members of the interdisciplinary research group Qualitative methods in professional practice at University College of Southeast Norway.

Kvensk grammatikk

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ISBN: 9788202569655 Year: Pages: 495 DOI: 10.23865/noasp.24 Language: Uncoded
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) Grant: University of Tromsø
Subject: Linguistics
Added to DOAB on : 2018-01-29 13:32:13
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Kvensk grammatikk is a comprehensive presentation of the structure of the Kven language, a Baltic-Finnic minority language in Norway. The grammar has been reviewed and approved by Kvensk språkting, the decision-making body for the school norm of Kven. The book was first published in Kven, and Kvensk grammatikk is a somewhat revised version, translated into Norwegian. The book describes the sound system and orthography in Kven. It contains a detailed syntactic-semantic analysis of adposition usage and of the conjunction and subjunction system in the language, and describes the adverb types found in Kven based on their semantic function. The pronouns system as well is thoroughly described in the grammar. The syntax part is based on an ontological-semantic analysis of the verbs. The basic idea is that the verbs of the same ontological-semantic category have the same valency structure; that is, the actual semantic relationships are reflected in the sentence structure. The result is a description of frequent sentence types in the language, what kind of complements they take, and what case the complements have. The morphology part takes care of nominal and verbal inflection, and all of the inflectional categories are described in detail. Their usage is illustrated with example sentences. All linguistic phenomena treated in this grammar are richly illustrated with examples. For some linguistic phenomena, two or three different dialectal variants may occur. The grammar takes into account this dialectic variation in Kven.

Innvielse til læreryrket

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ISBN: 9788202598990 Year: Pages: 253 DOI: 10.23865/noasp.70 Language: Norwegian
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Education
Added to DOAB on : 2019-07-03 11:21:04
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"How do you really become a skilled teacher? And what role should guidance play in the education of tomorrow's teachers? This theme is explored through a study of experienced practitioners' formalized counseling conversations with teacher students. The most important questions in the book are about how the practice teacher and teacher conduct conversations. Concretely, the question is: What is the content of the counseling interviews? How are the teacher students evaluated? How is the consequences of the counseling discussions understood?

The guide being examined contains a step by step pedagogy. First, the teacher's student must learn to control, master and reflect on the social space both the classroom and the counseling conversation are. This is described as an overall moral and regulatory discourse. This discourse forms the basis for the teacher's next step - which is the actual teaching. The teacher's student must therefore master two discourses - one regulatory discourse and one teaching discourse - in order to become a skilled teacher. In addition, he or she must adapt to the regulatory discourse in the counseling conversation. The latter discourse represents in this book
an initiation ritual for the teaching profession. This ritual gives the practice teacher control over the dedication, while limiting the room for maneuver in the counseling conversation. "

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