0000000000938358
AUTHOR
Gro-renée Rambø
showing 7 related works from this author
Teori i praksis - praksis i teori. GLU-studenters refleksjoner om fag og didaktikk
2017
De siste tiars forskning, samfunnsdebatt og politikkutforming knyttet til skolesektoren har vaert preget av diskusjoner om hva det egentlig innebaerer a vaere en kompetent laerer, og hvordan de to laeringsarenaene i laererutdanningene – teoriarenaen og praksisarenaen – best kan utfylle hverandre for a utdanne kompetente laerere. I denne artikkelen presenterer vi resultatene fra en undersokelse blant grunnskolelaererstudenter pa en utdanningsinstitusjons grunnskolelaererutdanning for 1.–7. trinn. I undersokelsen har vi rettet blikket mot studentenes opplevelser av laererrollen og av sammenhengen mellom teoriarenaen og praksisarenaen. Dette har vi gjort i tilknytning til ett spesifikt undervi…
Students’ Redesign of Mandatory Assignments in Teacher Education
2017
This article explores specific aspects of literacy practices in teacher education in Norway, building upon data collected within the research project Digital literacy and use of learning resources in teacher education in Norway (DigiGLU). Our main aim is to explore how teachers in different subject courses in teacher education (TE) design mandatory assignments, and how students respond to these designs. After the extensive TE-reform in 2010, in revised plans and documents guiding professional training, mandatory assignments (both form and content) were considered more important for the students’ learning process. In our investigation, the concepts of design for learning and design in learni…
Mellom kunnskapsdiskurs og sosial diskurs: Ukeplaner som sjanger og vurderingspraksis
2018
Denne artikkelen undersoker ukeplanen slik den brukes og forstas i kommunikasjonen mellom skole og hjem i barneskolen i Norge. Vi ser ukeplanen som en type funksjonell sakprosa som er svaert utbredt, og analyserer hvordan sjangeren ukeplan er utformet, hvilke funksjoner den fyller, og hvordan den posisjonerer barn og foresatte i forhold til skolens vurderingsarbeid. Analysen omfatter 34 ukeplaner samlet inn fra 12 skoler med spredning i geografi og klassetrinn. Ukeplanene er utpreget multimodale tekster, og utformingen analyseres i form av meningsklynger som danner monstre av obligatoriske og valgfrie elementer. Basert pa kritisk diskursanalyse undersokes ukeplanen som en sjanger som gjor e…
Expressing Professional Identity through Blogging - A Case Study of Blogging in the Study of the Subject of Norwegian in Pre-School Teacher Education
2015
Abstract This article shows how blogging was used in a course in Norwegian in pre-school teacher education, and investigates how professional identity was expressed in the blogs. We investigate the students’ use of the affordances of the blog medium, and connect their expressions to the five competencies of pre-school teachers expressed in the Norwegian framework plan for this education (subject, didactic, social, developmental and ethical competence). Connections between professional identity, subject content and uses of ICT are thus drawn up.
Toward a More Sustainable Pre-service Teacher Education: A Study in Progress
2015
In this chapter, Toward a more sustainable pre- service teacher education: a study in progress, Claire Vaugelade Berg, Barbro Grevholm, Ase Haraldstad, Bente Velle Hellang, Annbjorg Haoy, Aslaug Kristiansen and Gro-Renee Rambo argue that: “A sustainable teacher education includes developing pre-service teachers’ awareness of the advantages and consequences of adopting a critical stance: a stance where one looks critically and self-critically at everyday-teaching practice, and aim at improving it in order to achieve pupils’ meaningful understanding of the subject matter.” The aim is to supply teachers with relevant skills that make them become well-qualified teachers. The role of developing …