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Students' Experiences of Bildung and Education: Is it in Accordance with Norway's Curriculum Policy?
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Mia Stubhaug; Armend Tahirsylaj – Issues in Educational Research, 2024
This qualitative study examined how a selected sample of 15 to 16 year-old Norwegian pupils experience Bildung (all-around development) and education in their schooling, and how those experiences are in coherence with the intended curriculum policy goals as stated in the latest Norwegian curriculum reform. Wolfgang Klafki's operationalisation of…
Descriptors: Foreign Countries, Educational Policy, Public Policy, National Curriculum
Digital Compliance or Professional Competence? Representations of Teachers and Digital Futures in the Norwegian Qualification Framework
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Erik Straume Bussesund; Bård Ketil Engen; Oliver McGarr – Learning, Media and Technology, 2024
This paper presents a document analysis of the Norwegian qualification framework Professional Digital Competence Framework for Teachers (PDC) to explore the underlying assumptions within the policy. Employing a post-structural policy analysis, the paper analyses the representation of the 'problem' of PDC by asking what the document does in…
Descriptors: Foreign Countries, Teacher Competencies, Technological Literacy, Educational Technology
Handling Multiple Institutional Logics in Professorial Recruitment
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Ingvild Reymert – Higher Education Policy, 2024
Traditionally, professorial recruitment has been controlled by scholars themselves selecting the best qualified candidates as a new member of the academic community according to scientific criteria. Recent studies have, however, documented that recruitment has become increasingly influenced by managers and HR personnel who approach professorial…
Descriptors: Foreign Countries, College Faculty, Change, Human Resources
The Special Education Profession in Four Nordic Countries in Light of Evolving Policies on Inclusion and Special Needs Education
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David Lansing Cameron; Camilla Herlofsen; Charlotte Riis Jensen; Gunilla Lindqvist; Mette Molbaek; Kristina Ström; Christel Sundqvist – European Journal of Special Needs Education, 2024
The purpose of this study was to explore the role of special education professionals in Denmark, Finland, Norway, and Sweden in light of educational policies and reforms. The study places emphasis on (a) the policy context of inclusion and special needs education, (b) the formal qualifications required of special education professionals, and (c)…
Descriptors: Foreign Countries, Special Education Teachers, Students with Disabilities, Inclusion
Creating Better Internships by Understanding Mentor Challenges: Findings from a Series of Focus Groups
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Joel R. Schneider; Truls Aaby; Sanne Boessenkool; Emma Falkeid Eriksen; Kristin Holtermann; Iver Martens; Jonathan Soulé; Ariel Steele; Susanne Zazzera; Gro I. van der Meeren; Gaute Velle; Sehoya Cotner; A. Kelly Lane – International Journal of STEM Education, 2024
Background: Despite demands to make higher education more relevant beyond academia, and a growing body of work testifying to the benefits of work-relevance programs (e.g., work-placements, or internships) for both students and the companies that host them, there is limited information available for those aiming to optimize these programs. For…
Descriptors: Foreign Countries, Internship Programs, Practicum Supervision, Supervisors
High-Quality Practicum -- According to Teacher Education Students on Their Practicum at Partnership Schools
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Eirik S. Jenssen; Frode Olav Haara – European Journal of Teacher Education, 2024
This article explores how teacher education students perceive high-quality practicum. Data were collected through group interviews with students while in practicum at partnership schools and analysed thematically within the context of qualification, socialisation, and subjectification as goals of education. The findings show that students perceive…
Descriptors: Preservice Teachers, Student Attitudes, Practicums, Preservice Teacher Education