This article shows how five Norwegian female elementary school teachers use narrative resources to construct and negotiate several possible teacher identities. The aim of the article is to illuminate how teacher identities can be narratively constructed and understood, and not to define what identity Norwegian teachers as a group or individuals…

This article draws on a Norwegian project--in one primary and one lower secondary school--that had the aim of creating a shared understanding of classroom management and that resulted in a handbook on classroom management at each of these schools. Teacher reflection and teacher sharing were vital in this project initiated from the outside yet…

Acknowledging the fact that teachers are at the heart of any educational reform effort, the European Union funded project EarlyStatistics aims to enrich European children's learning of statistics by offering their mathematics teachers a high-quality online professional development program. A central conviction underlying the design of the program…

This article is based on a survey covering 1,435 Norwegian teachers in compulsory schools in 47 municipalities. It examines associations between teacher involvement in school development activity (SDA) and teachers' attitudes toward SDA as well as their perceived working environment concerning innovation activity among staff and the principal's…

Most research on bullying in schools has focussed on characteristics of bullies or victims, and their families. Relatively little has investigated the school's contribution to pupil bullying. Information was obtained from teachers in 22 Norwegian primary schools on bullying and 3 aspects of professional culture. The school highest in bullying had…

Norway has demonstrated the value of rigorously screening candidates for teacher education programs and has also shown the importance of exposing teacher candidates to a variety of work experiences before formal college training. (Author/IRT)

Contrasts historical cases in Western countries concerning the idea that ordinary rural primary school teachers can play an important role as "animateurs"--leaders in rural development activities. Reveals no historical evidence to support the idea that teachers can stimulate rural development. (AH)

Examined uncertainty/certainty in teaching by surveying 1,153 Norwegian elementary and junior high school teachers. Teachers generally reported more uncertainty about didactical questions than practical or relational ones. Differences in responses occurred by age, experience, qualifications, and school type. There were curvilinear relationships…

Over the last 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has conducted more than 23 large-scale comparative studies of student achievement. The work associated with teacher preparation as well as experience gained in many of IEA's studies, such as TIMSS, led to a request from members of the…

Studied teacher certainty in 1,153 Norwegian teachers in elementary and junior high schools using confirmatory factor analysis and generalizability theory. Results indicate a good fit for a model that operationalizes teacher certainty as a second order latent variable with three first order latent variables: teacher's perceived didactic certainty,…

Stress levels and work satisfaction in 73 Norwegian comprehensive school teachers were investigated by structured interviews. Stress and satisfaction were primarily attributed to social interaction at work but also to control over the work process, adequacy of job demands, and perception of meaning and pride from work. (Author/BS)

The study focuses on teachers' perceived certainty, a concept which is understood as being made up of didactic, practical and relational certainty, and its relationship with teacher collaboration, role ambiguity and job satisfaction. Analyses draw on data from 1,153 Norwegian elementary and junior high school teachers. Results indicate that there…

Preliminary assessments were made of decentralized and part-time teacher education programs, which represent alternate routes to teacher certification, to stimulate the supply of teachers in northern Norway. These first- and second-generation programs are being accepted, despite problems with multiple demands on students and supervision of teacher…

By evoking the concept of memory pictures, the author recalls her early years as a teacher. Rather than calling herself a beginning teacher, she characterizes herself as a fledgling teacher to capture the insecurity associated with the first years of teaching. This experience is narrated through five memory pictures: (1) the new school's many…

"Minority children" experience a lot of shifts in their cultural contexts. The author's work as a professional teacher in multicultural classes enabled her to focus on the research questions presented in this article. These questions concern the need for some minority children to achieve equal opportunities in the Norwegian educational…