Specialized science courses (SSCs) integrate content knowledge (CK) with pedagogical content knowledge (PCK) and prepare pre-service teachers (PSTs) for reform-oriented teaching. Studies of individual SSCs report positive short-term outcomes, including an increase in self-efficacy and CK. However, few studies explore the longer-term impact of SSCs on classroom teaching. We carried out an exploratory ...

Research studies have documented the causes of perceived stress in teachers, while less attention has been given to identifying appropriate stress-management strategies. The aim of this article is to provide insight into the strategies for coping with stress that newly qualified primary and lower secondary school teachers with a five-year integrated master’s degree from a Norwegian teacher education ...

Educational institutions have a responsibility to ensure that all children receive care and equal possibilities for development, independent of their linguistic and cultural background. However, there is little knowledge about how kindergartens ensure a welcoming and inspiring place for both transnational migrants, Indigenous children, and children from the majority population. Through a semiotic ...

Dette er sluttrapport fra evalueringen av Strategi for etter- og videreutdanning i PP-tjenesten (SEVUPPT), som Nordlandsforskning, NIFU og Nord universitet har gjennomført på oppdrag for Utdanningsdirektoratet. Evalueringen har rettet søkelyset mot temaer som strategiens innretning, oppslutning om tilbud, aktørbildet, tilbudsstruktur og mulige virkninger av strategien. Datamaterialet er rikt og ...

The purpose of this chapter has been to examine how the intention to include is revealed in the field of practice in Norway. Norway has high ambitions when it comes to offering an inclusive school, ambitions that are clarified both ideologically and formally. Nevertheless, there appears to be a gap between ideology and how the pupils experience inclusion. The chapter is based on a qualitative ...

Learning and development in early childhood is highly dependent on social interaction and exploration through continuous encounters with the real world. Foraging and gardening are outdoor pedagogical practices that have relevance to education for sustainability. Previous work suggests that engagement in such activities can be characterized by the concept “community of practice” (CoP). In this paper, ...

This article explores school-home collaboration as a pedagogical phenomenon and contributes to a rationale for collaboration between school and parents in upper secondary education. The theory of practice architectures is used as an analytical lens . It sheds light on arrangements that enable or constrain the semantic, social, and physical spaces where students, parents, and teachers encounter each ...

This paper shows new contributions in the detection of skin cancer, where we present the use of a customized hyperspectral system that captures images in the spectral range from 450 to 950 nm. By choosing a 7 × 7 sub-image of each channel in the hyperspectral image (HSI) and then taking the mean and standard deviation of these sub-images, we were able to make fits of the resulting curves. These ...

This article explores the construction of multilingualism in the semiotic landscapes of two kindergartens, one in Norway and one in Germany. <i>Semiotic landscape</i> is here understood as the visual linguistic environment, including various semiotic resources, such as texts, symbols, drawings or pictures. In kindergarten, semiotic landscapes construct and transform views on languages and multilingualism ...

In recent decades, most Nordic countries have seen reforms in their teacher education programme, giving rise to an ongoing debate on these programmes’ content, structure, and quality. As part of a recent reform of teacher education in Norway, new Master’s-level programme have been introduced to educate teachers for grades 5–10, whereby pre-service teachers (PSTs) take specialised content courses and ...