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Direct linkGerry Czerniawski; Ainat Guberman; Ann MacPhail; Eline Vanassche – European Journal of Teacher Education, 2024
Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning…
Descriptors: Teacher Educators, Educational Needs, Faculty Development, International Assessment
Liu, Junjie; Birkeland, Åsta – International Journal of Early Childhood, 2022
Risky play provides multiple benefits for children's development. This study compared teachers' perceptions of risky play in one kindergarten in Norway and one in China, including the concept of risky play, the roles of teachers, the protective strategies adopted, and the factors limiting the practice of risky play. The aim of the article is to…
Descriptors: Risk, Play, Child Behavior, Teacher Attitudes
Yngve Antonsen; Jessica Aspfors; Gregor Maxwell – Professional Development in Education, 2024
School improvement efforts rely on teachers' capacity for professional development and learning. We investigate the kind of roles taken by early career teachers (ECTs) with a master's degree from a research-based teacher education programme in relation to professional learning and school development in Norwegian schools after five years in the…
Descriptors: Beginning Teachers, Faculty Development, Educational Improvement, Foreign Countries
June Junge; Aud Torill Meland – European Early Childhood Education Research Journal, 2025
The purpose of this article is to elucidate how a student teacher in Norwegian Early Childhood Education is enabled to relate practical experiences to theoretical concepts in conversations with a practicum teacher. We aim to demonstrate how the teacher and the student actually employ theoretical concepts during a practicum. The methodological…
Descriptors: Teacher Student Relationship, Practicums, Early Childhood Education, Student Teachers
Sanni Aalto; Reeta Kankaanpää; Kirsi Peltonen; Ilse Derluyn; Nikolett Szelei; An Verelst; Lucia De Haene; Sofie de Smet; Caroline Spaas; Signe Smith Jervelund; Morten Skovdal; Arnfinn J. Andersen; Per Kristian Hilden; Marianne Opaas; Natalie Durbeej; Fatumo Osman; Anna Sarkadi; Emma Soye; Mervi Vänskä – Social Psychology of Education: An International Journal, 2024
Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers' multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United…
Descriptors: Teacher Attitudes, Self Efficacy, Well Being, Work Attitudes
Samnøy, Solrun; Thurston, Miranda; Wold, Bente; Jenssen, Eirik Sørnes; Tjomsland, Hege Eikeland – Pastoral Care in Education, 2022
Little is known about the role of teachers in fostering wellbeing in the everyday context of school life. This paper explores the phenomenon among a sample of Norwegian teachers. Focus groups with 23 teachers in four schools (grades 1-10) in Norway were conducted. In the analysis of the findings three themes were developed: 1) fostering student…
Descriptors: Foreign Countries, Teacher Attitudes, Teacher Role, Role Perception
Download full textDraugedalen, Kjersti – London Review of Education, 2023
Sexual abuse of children is a growing public health issue, with a substantial proportion of such abuse carried out by other children and young people. Schools and teachers are uniquely placed to prevent and intervene against harmful sexual behaviour (HSB) among children and young people. Yet, for schools to safeguard effectively, they are reliant…
Descriptors: Child Abuse, Sexual Abuse, Teacher Role, Power Structure
Kathleen T. Nolan; Annette H. Bjerke – ZDM: Mathematics Education, 2024
Prospective teachers bring countless stories of success and failure from different mathematics classrooms to their post-field teacher education courses. These reflective stories often glorify school mathematics classrooms and dominant traditions within, instead of confronting the marginalization of diverse groups in school environments.…
Descriptors: Mathematics Instruction, Reflection, Mathematics Teachers, Teacher Education Programs
Eli Kristin Aadland; Hege Wergedahl – Education Inquiry, 2024
The Food and Health subject is a mandatory subject in primary and lower secondary schools in Norway and has many similarities to the internationally known subject Home Economics. This study aimed to examine how learning activities are structured in Food and Health education, both from the teacher's and the student's perspective. Momentary time…
Descriptors: Foreign Countries, Learning Activities, Health Education, Foods Instruction
Pollarolo, Enrico; Størksen, Ingunn; Skarstein, Tuula H.; Kucirkova, Natalia – European Early Childhood Education Research Journal, 2023
The significance of learning to think critically from a young age is well documented. Early childhood educators play an essential role in children's critical skills development. Therefore, it is crucial to understand their perceptions of this concept. This qualitative study explored Norwegian early childhood educators' perceptions of critical…
Descriptors: Foreign Countries, Early Childhood Teachers, Young Children, Thinking Skills
Aas, Hanne Kristin – International Journal of Inclusive Education, 2022
This study explores teacher talk in the early phase of a project in a Norwegian elementary school where Lesson Study is used as a method for professional development. The study focuses on inclusion and aims to explore what beliefs about student needs and teacher role and responsibilities become evident, and how these beliefs can challenge…
Descriptors: Student Needs, Teacher Attitudes, Foreign Countries, Inclusion
Léa Marie Maison – Pedagogy, Culture and Society, 2024
Sustainability involves a temporal dimension connecting the past, the present and the future. This article explores the significance of time for sustainability education. It discusses how the understanding of this temporal dimension shapes humans' relationship with the world and affects the political engagement of the educator with sustainability…
Descriptors: Time, Sustainability, Social Change, Early Childhood Teachers
Nah, Kwi-Ok; Bjørgen, K.; Go, Y. M.; Yoo, Y. E. – European Early Childhood Education Research Journal, 2020
This comparative study investigated how early childhood education and care practitioners in South Korea and Norway perceive the concept of children's well-being and their own roles in supporting and facilitating children's well-being. Data were collected through online questionnaires from 198 practitioners and analysed utilising chi-square…
Descriptors: Early Childhood Teachers, Teacher Attitudes, Comparative Education, Well Being
Lorentzen, Marte – Scandinavian Journal of Educational Research, 2020
This article studies differences in teachers' and teacher specialists' perspectives of a newly introduced teacher specialist role in Norway. It is known that the emergence of specialised teachers challenges the egalitarian norms of the profession. However, there is a lack of insight into teachers' perspectives of these roles and the nuances of…
Descriptors: Specialists, Teacher Attitudes, Teacher Role, Role Perception
Baraldsnes, Dziuginta – International Journal of Developmental Science, 2020
This study investigates the correlation between teachers' efforts to prevent bullying and their perceptions of school climate. The quantitative data were collected from 82 teachers (76.8%females, respondents' mean age?=?44.91 years [SD?=?9.91]) from 13 Norwegian schools running the Olweus Bully Prevention Program (OBPP). Descriptive analysis of…
Descriptors: Bullying, Prevention, Educational Environment, Teacher Role
