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Journal articles on the topic 'Engelsk teater'

Author: Grafiati

Published: 26 July 2024

Last updated: 31 July 2025

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1

Chvala, Lynell. "What are the core aims of English as a school subject? A study of teacher understanding in lower secondary school." Acta Didactica Norge 12, no. 1 (2018): 11. http://dx.doi.org/10.5617/adno.6181.

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Teachers’ interpretations of the core aims of a school subject open or constrain what can be taught and learned in the subject in school. The global spread of English and its changing status in the world have impacted how English as a school subject is understood and what it is meant to achieve. This article explores teachers’ understandings of the core aims of English as a school subject at the end of basic English education in Norway. Data consist of interviews with 12 teachers across six schools in a large school district. Qualitative analyses of the data identify four core aims: 1) acquiri

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2

Keuris, M. "Blackface op die Afrikaanse verhoog: 'n Teater-historiese oorsig." Tydskrif vir Geesteswetenskappe 64, no. 3 (2024): 470–86. http://dx.doi.org/10.17159/2224-7912/2024/v64n3a6.

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Die fokus in hierdie teaterhistoriese bespreking is op die gebruik en voorkoms van black- en brownface op die Afrikaanse verhoog. Twee tydperke word bespreek, naamlik (1) die vroeë Afrikaanse toneel (laat-19de eeu tot vroeë-20ste eeu), asook (2) die 1960's tot laat-1970's. Die vroeë Afrikaanse toneel sluit tot 'n mate aan by die vroeë Engelse toneel in Suid-Afrika wat ook 'n bepaalde rasideologie weerspieël het deur middel van die algemene gebruik van black- en brownface op die Suid-Afrikaanse verhoog van die 19de eeu. Hierdie gebruik het sy oorsprong in die minstreel-tradisie wat via Amerika

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3

Holmbukt, Tove, and Minjeong Son. "Praksisnær lærerutdanning – et eksempel fra engelskfaget." Nordisk tidsskrift for utdanning og praksis 11, no. 2 (2017): 75–93. http://dx.doi.org/10.23865/fou.v11.1775.

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Merk: Denne artikkelen ble publisert i tidsskriftet FOU i praksis. Tidsskriftet skiftet navn til Nordisk tidsskrift for utdanning og praksis i september 2019. Hovedtemaet i artikkelen er hvordan en praksisnær lærerutdanning i engelsk ved UiT Norges arktiske universitet kan videreutvikles. Vi diskuterer hvordan integrerte «praksisopplegg» kan forberede lærerstudenter ytterligere til deres profesjonelle rolle i skolen, med fokus på undervisning i engelsk grammatikk og uttale i lys av teori om språklæring. Viktige parter i arbeidet er Universitetsskoleprosjektet ved UiT, faglærere ved Insti

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Flognfeldt, Mona Evelyn. "Professional Feedback Loop: How Can Practising Teachers’ Reflection Inform English Language Teacher Education?" Acta Didactica Norge 10, no. 2 (2016): 252–70. http://dx.doi.org/10.5617/adno.2515.

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Denne artikkelen presenterer en studie av den type læring praktiserende engelsklærere i norsk grunnskole selv rapporterer etter et års videreutdanningsstudium i engelsk. Et pedagogisk utviklingsprosjekt på egen skole inngikk som en sentral del av studiet. Studien gir et innblikk i hvilke aspekter ved skolefaget engelsk som erfarne lærere definerer som hovedutfordringer i undervisningen og utbyttet de har hatt av prosjektene sine. Artikkelen bygger på data fra den kritiske refleksjonen som lærerne gir uttrykk for mot slutten av prosjektene sine. På bakgrunn av kvalitativ innholdsanalyse av pro

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Sarıkaya, Eren, and Yıldız Uzuner. "Teacher Opinions about Hearing Impaired Children’s Literacy Learning." Journal of Qualitative Research in Education 1, no. 1 (2013): 31–61. http://dx.doi.org/10.14689/issn.2148-2624.1.1s2m.

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Dahl, Anne, and Anna Krulatz. "Engelsk som tredjespråk: Har lærere kompetanse til å støtte flerspråklighet?" Acta Didactica Norge 10, no. 1 (2016): 4. http://dx.doi.org/10.5617/adno.2397.

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Denne artikkelen handler om norske engelsklæreres kompetanse i å arbeide med barn som har et annet morsmål enn norsk, og som lærer engelsk som fremmedspråk. Problemstillingene er "Hva slags utdanning og kunnskap innen flerspråklighet har engelsklærere i Norge?," "I hvilken grad føler engelsklærere i Norge seg forberedt på å undervise i flerkulturelle og flerspråklige klasserom?" og "Hvilken type kunnskap, ferdigheter og ressurser føler de behov for?". Vi presenterer resultater fra en nasjonal spørreundersøkelse hvor i alt 176 engelsklærere deltok. I tillegg presenterer vi resultater fra fokusi

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7

Hoeks-Mentjens, M. C. L. F. "Taalleerproblemen en het Ontwikkelen van een Nieuwe Leergang Engels." Taal(leer)problemen 60 (January 1, 1998): 39–45. http://dx.doi.org/10.1075/ttwia.60.05hoe.

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Since in 1993 the Dutch government set detailed goals for educational programmes on secondary schools for 14-year-olds, writing EFL materials has become an increasingly complex task for textbook writers. Not only are they supposed to deal with these new objectives, but they are also expected to cater for all pupils within that age-group and ensure that (teacher)independent learning can be achieved. Writing course books for all pupils implies writing for pupils with language learning difficulties as well. In a newly developed English course a distinction was made between dyslexic pupils, who ex

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8

Munden, Juliet Hilary. "Challenges and possibilities in educating EFL reading teachers." Acta Didactica Norge 12, no. 2 (2018): 6. http://dx.doi.org/10.5617/adno.5610.

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AbstractExperiencing literature is part of the English as a foreign language (EFL) subject in Norway. It is both challenging and possible to educate competent reading teachers who can foster this experience. The present article is a thematic exploration of some of these challenges and possibilities. The challenges are discussed under four headings: the profession of the teacher educator; the complaint that student teachers do not read enough; the role of national tests in forming how reading in English is taught in school; and the challenge of making sense of the concept of reading strategies.

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K. Kumashiro, Kevin. "Postperspektiv på antidiskriminerande undervisning i engelska, matematik och samhälls- och naturorienterande ämnen." Tidskrift för genusvetenskap 30, no. 1 (2022): 9–35. http://dx.doi.org/10.55870/tgv.v30i1.3754.

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What could it mean for educators within the “core disciplines” to teach in ways that challenge multiple forms of oppression? This article explores the implications of various post perspectives on anti-oppressive education – especially poststructuralist perspectives – for social studies, English, mathematics, and science classrooms. The author focuses on two main theoretical contstructs: unknowability, multiplicity, and looking beyond the known; and resistance, crisis, and resignifying the self. The post perspectives on anti-oppressive teaching and teacher education resist offering utopian prac

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Lauridsen, Karen M., Stacey M. Cozart, Ole Lauridsen, and Annika Bücherts Lindberg. "Adjunktpædagogikum med en international dimension." Dansk Universitetspædagogisk Tidsskrift 11, no. 21 (2016): 135–46. http://dx.doi.org/10.7146/dut.v11i21.23209.

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Denne artikel diskuterer udviklingen af adjunktpædagogikum inden for rammerne af AU’s internationaliseringsstrategi 2014 hvori det forudses at uddannelsernes indhold skal have en international dimension, og at der skal tages højde for de studerendes sproglige og kulturelle forskellighed i undervisningen. Det nuværende adjunktpædagogikum i to spor – et dansk og et engelsk – beskrives og diskuteres. På baggrund heraf fremlægges og diskuteres et forslag til et alternativ der i højere grad kunne tage højde for internationaliseringsstrategiens intentioner og fremme samarbejde mellem adjunkterne på

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Kırımoğlu, Hüseyin, Mehmet Dallı, Atike Yılmaz, and Muhammet Say. "Examination of teacher candidates' attitudes towards sportive activities of mentally disabled ındividuals (Muğla Sıtkı Koçman Üniversity example)Öğretmen adaylarının zihinsel engelli bireylerin sportif etkinliklerine yönelik tutum düzeylerinin incelenmesi (Muğla Sıtkı Koçman Üniversitesi örneği)." Journal of Human Sciences 14, no. 4 (2017): 3116. http://dx.doi.org/10.14687/jhs.v14i4.4670.

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The current study focused on exploring attitudes towards sportive activities of mentally disabled individuals shown by the 1st and 4th year candidate teachers who studied at teaching departments of Education Faculty and Sports Sciences Faculty of Muğla Sıtkı Koçman University during 2015-2016 academic year. In the study; a general survey model was used. “Personal Information Form” designed by the researchers and “Attitude Scale of Individuals Having Mental Disabilities towards Sports Activities (ASIHMDSA)” designed by İlhan, Esentürk and Yarımkaya (2016) were administered to the participants.

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Schulte, F. G. F. "Van De Vertalingen Als (Examen)Doel Naar Het Vertalen Als Werkvorm Voor Schrijf- En Leesvaardigheid In De Nieuwe Deeltijdopleiding Engels Derde En Tweede Graad." Vertalen in theorie en praktijk 21 (January 1, 1985): 84–94. http://dx.doi.org/10.1075/ttwia.21.11sch.

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In the first part of the paper a survey is given of the (mainly negative) effects of subordinating the greater part of skills and "subject"training in the "old" programme to the translations, which served as the main didactic and exam procedure as well as the implicit objective for what was after all supposed to be a teacher training course. Next, a sketch is given of the process and results of reprogramming and "renovating" the old training with special attention to the function of the translations in the "new" programme which have now been integrated with/subordinated to skillstraining in ge

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Morais, João Kaio Cavalcante de, Ana Lúcia Sarmento Henrique, and Ilane Ferreira Cavalcante. "O PROFESSOR DA EDUCAÇÃO PROFISSIONAL ENQUANTO SUJEITO DA PRÁXIS REVOLUCIONÁRIA." Cadernos de Pesquisa 26, no. 4 (2019): 186. http://dx.doi.org/10.18764/2178-2229.v26n4p186-199.

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O presente artigo tem como objetivo discutir aspectos do trabalho docente na educação profissional (EP) tendo como base a práxis revolucionária. Para isso, recorremos aos estudos de Konder (1992), Marx e Engels (1998) e Vázquez (2011). Logo, o referencial teórico e metodológico está imbricado no materialismo-histórico dialético. Partimos do pressuposto de que a EP é uma modalidade de ensino que está inserida no contexto de disputas antagônicas. Por essa razão, defendemos uma EP que busque evidenciar o trabalho como princípio educativo, a partir de um currículo integrado com vistas à formação h

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14

Horverak, May Olaug. "English writing instruction in Norwegian upper secondary schools." Acta Didactica Norge 9, no. 1 (2015): 11. http://dx.doi.org/10.5617/adno.1689.

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AbstractThis article presents a study of current English writing instruction practices in a selection of Norwegian upper secondary schools and discusses how this draws upon ideas within genre-pedagogy. The data comprises individual and focus-group interviews, observation reports and some teaching material. The study shows that English teachers focus on teaching genre requirements and adjustment of language to task and context. However, despite agreeing on the importance of teaching how to write specific text-types and to adjust to the situation at hand, there seems to be different opinions abo

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Cavalcante de Morais, João Kaio, Lúcia de Fátima Monteiro, and Ana Lúcia Sarmento Henrique. "A Escola da Escolha no Rio Grande do Norte: Apontamentos Acerca do Papel do Professor." Revista de Ensino, Educação e Ciências Humanas 21, no. 3 (2020): 330–36. http://dx.doi.org/10.17921/2447-8733.2020v21n3p330-336.

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ResumoNas últimas décadas se observa que entidades privadas vêm ganhando espaço nas escolas do país, sobretudo, naquelas de tempo integral. Essas organizações, ligadas ao grande capital, exercem pressão nas Instituições de Ensino e, consequentemente, no trabalho do professor. O objetivo do artigo é analisar o entendimento acerca da docência nos Cadernos de Formação do Instituto de Corresponsabilidade da Educação (ICE), entidade responsável pela formação de professores que atuam nas escolas públicas de Ensino Médio em tempo integral vinculadas à Secretaria de Educação e Cultura (SEEC) do Rio Gr

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Røkenes, Fredrik Mørk. "Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching." Acta Didactica Norge 10, no. 2 (2016): 311–28. http://dx.doi.org/10.5617/adno.2431.

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Hensikten med denne studien er å utforske hvordan bruken av digitale fortellinger i lærerutdanningen kan bidra til å utvikle lektorstudenters digitale kompetanse og fremme innovativ bruk av IKT i engelskundervisningen. Gjennom bruken av kasusstudie og en design-basert forskningstilnærming beskriver denne studien to gjennomføringer og design-sykluser av et verksted med bruk av digitale fortellinger ved en norsk lærerutdanning hvor det overordnede målet var å vise innovative og hensiktsmessige måter å integrere IKT i engelskundervisningen. En digital kompetansemodell er brukt som linse i dataana

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SCHNORR BUEHRING, ROBERTA, and REGINA CÉLIA GRANDO. "READING AND WRITING THE WORLD WITH CHILDREN: STATISTICAL THINKING AND MULTIVARIATE DATA." STATISTICS EDUCATION RESEARCH JOURNAL 22, no. 2 (2023): 6. http://dx.doi.org/10.52041/serj.v22i2.446.

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This article reports on research in which a teacher and researcher from a Brazilian public school conducts civic statistics teaching practices with multivariate data, based on Engel’s (2017) and on Freire’s (1989) reading of the world. The research with seven- and eight-year-old children illustrates the complexity of statistical thinking that starts from examining real data from the virtual comparison tool Dollar Street on how people live in the world. The aim is to understand how children invest in a multivariate dataset of images, texts, coded symbols, and locations to draw conclusions about

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Larsen, Annelise Brox. "An Intertextual Approach to Reading Literary Texts in English in Teacher Education." Acta Didactica Norge 12, no. 2 (2018): 5. http://dx.doi.org/10.5617/adno.5578.

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AbstractThis article discusses how an increased focus on intertextuality may contribute to the development of reading skills among ESL/EFL student teachers. When we read literary texts, there is often an element of recognition and intertextuality involved. By working with what the students already know, we may facilitate the development of their aptitude for reading. The rationale for approaching literature in this way is to suggest answers to the underlying question: How can we work with literature in the classroom to make it worthwhile and stimulating for more students to read literary texts

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Bakken, Anja Synnøve. "Notions of EFL Reading in Norwegian Curricula, 1939–2013." Acta Didactica Norge 11, no. 2 (2017): 1. http://dx.doi.org/10.5617/adno.4474.

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I denne artikkelen undersøker jeg sentrale utviklingstrekk i læreplaners beskrivelser av lesing i engelskfaget fra 1939 til 2013. Jeg anvender perspektiver fra kritisk diskursanalyse i utforskingen av læreplanene for å illustrere hvordan ulike forståelser av lesing kommer fram og hva disse innebærer når det gjelder elevens og lærerens rolle. Jeg inndeler de ulike læreplandiskursene omkring lesing i engelfaget i fire forståelser av lesing: lesing som eksponering, verktøy, tekstmøte og meta-forståelse. Hvordan lesing forklares henger sammen med skiftende pedagogiske strømninger men må også forst

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Mercier, Thomas Clément. "Re/pro/ductions." Poetics Today 42, no. 1 (2021): 23–47. http://dx.doi.org/10.1215/03335372-8752601.

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This article examines Jacques Derrida’s work of self-reflection on his own teaching practice by using as a guiding thread the problematics of reproduction in the seminars of the 1970s. The first part of the article examines the sequence of seminars taught by Derrida at École normale supérieure from 1971 to 1977 to show how the concept of reproduction is deconstructed by Derrida across several seminars. Derrida systematically demonstrates, across several themes and fields (sociology and economy, biology and sexuality, art, technique, ontology, and so on), that the critical recourse to the conce

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dos Santos, Antonio Nacílio Sousa, José Neto de Oliveira Felippe, Gabriel dos Santos Kehler, et al. "A EDUCAÇÃO (IM)POSSÍVEL NA ORDEM DO CAPITAL – BNCC, EDUCAÇÃO INTEGRAL E OS DESAFIOS PARA UMA PRÁTICA PEDAGÓGICA TRANSFORMADORA." ARACÊ 7, no. 2 (2025): 9934–63. https://doi.org/10.56238/arev7n2-307.

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The National Common Curricular Base (BNCC), while proposing a comprehensive education of the student, reinforces a technicist perspective aligned with market demands, limiting teacher autonomy and the construction of a critical practice. In the context of neoliberalism, Integral Education is emptied of its transformative potential and converted into a mechanism for adapting to the world of work, prioritizing instrumental competencies and skills to the detriment of humanistic training. That said, we ask: In what way do the BNCC and the conception of Integral Education, within the neoliberal log

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Cabral, Vinícius Neves de, and Silvia Márcia Ferreira Meletti. "Ensino de Inglês e deficiência: um balanço da produção científica no Brasil (English teaching and disability: the Brazilian scientific production)." Revista Eletrônica de Educação 14 (March 3, 2020): 3280061. http://dx.doi.org/10.14244/198271993280.

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Based on the historical-dialectical-cultural materialism, the article aims to present an analysis of the Brazilian scientific production about the teaching of English to students with disabilities in Brazil. The article focuses on the dissertations and theses from graduate programs in Education and Literature/Linguistics between 2000 and 2016 in the whole country. From data drawn from the Sucupira Platform and the websites of the programs of the areas, a survey of all the works was conducted and 46,256 works were cataloged. Out of all the results, 20 dissertations and 3 theses had the focus so

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Reedtz, Charlotte, and Stine Løvereide. "Måleegenskaper ved den norske versjonen av Youth Self Report (YSR)." PsykTestBarn 11, no. 1 (2021): 1–30. http://dx.doi.org/10.21337/0073.

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Beskrivelse: Youth Self Report (YSR) er et av spørreskjemaene som inngår i Achenbach´s System of Empirically Based Assessment (ASEBA), i tillegg til Child Behavior Checklist (CBCL) og Teacher´s Report Form (TRF). YSR måler kompetanse, adaptiv fungering og atferdsmessige vanskeområder for aldersgruppen 11–18 år. YSR opererer med en total skår, mål på internaliserende og eksternaliserende atferd, samt åtte ulike syndromskalaer. I tillegg beregnes skårer for kompetansedelen av skjemaet. Spørreskjemaet fylles ut på 20 minutter. Den første manualen ble utgitt i 1987. Torunn S. Nøvik og Sonja Heyerd

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Rasmussen, Ingvill, and Andreas Lund. "Læringsressurser og lærerrollen – et partnerskap i endring?" Acta Didactica Norge 9, no. 1 (2015): 18. http://dx.doi.org/10.5617/adno.2352.

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I artikkelen blir relasjonen mellom læringsressurser og lærerrollen undersøkt. Dataene som analyseres består av intervjuer av lærere og elever i fagene historie og engelsk på ungdomstrinnet og i videregående. Analysene viser sentrale temaer i lærere og elevers erfaringer med læreboka og Internett. Vi bruker kontinuumet fra lukkede til åpne ressurser som et begrepsmessig bakteppe for å speile det empiriske materialet. Ved å bruke lærernes og elevenes egne utsagn har vi i analysene forsøkt å beskrive hva som karakteriserer undervisningspraksiser i dag. Våre analyser viser framveksten av det vi h

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Ūtrupa, Kristīne, and Linda Pavītola. "Lietpratības pieeja un caurviju prasmju īstenošana pirmsskolas pedagoģiskajā procesā: pedagoģiskā pieredze metodiskā materiāla „Mans kalendārs” izmantošanā." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 182–207. http://dx.doi.org/10.37384/va.2020.16.182.

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Education is experiencing a major paradigm shift over the last 100 years, shifting from fact memorizing to learning practical application of this knowledge of facts, which means that in modern education the skills are at the forefront. The purpose of education is to prepare students for practical life or to promote their competence. A competent person is not only someone who knows perfectly how to use his knowledge, but who can take responsibility for his actions, can be creative, critical to thinking and analysing. Paradoxically, it is a relatively new paradigm in education – to move from mem

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Filatov, Timur V. "On the Metaphilosophical Conception of G.E. Koryavko." Russian Journal of Philosophical Sciences 65, no. 2 (2022): 81–98. http://dx.doi.org/10.30727/0235-1188-2022-65-2-81-98.

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The article examines the metaphilosophical conception of Galina Koryavko (1944–2018), doctor of philosophy, professor, an outstanding scholar and teacher, who worked in Samara in the 1990s. Those years were difficult not only for the country but also for Russian philosophy, it was caused by a radical revision of the attitude to Marxist philosophy, which in the Soviet period was considered as the only true philosophical teaching, whereas in the post-Soviet period, Marxism was mostly passed over in silence. This circumstance initiated the search for new, often very far from Marxism, interpretati

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Savenko, Volodymyr, Olena Demydova, Inna Shatrova, Tetiana Honcharenko, and Tamara Liashchenko. "Evolution of organizational development and personnel management." Management of Development of Complex Systems, no. 53 (March 17, 2023): 91–99. http://dx.doi.org/10.32347/2412-9933.2023.53.91-99.

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The concept of organizing action is hidden in the term "production". And we will make the formula more precise: the organization of the external forces of nature, the organization of human forces, the organization of experience. Humanity has no activity other than organizational, there are no tasks other than organizational. Therefore, all interests of humanity are organizational. And from this it follows: there cannot and should not be another point of view on life and the world, except for the organizational one. And if this is not yet recognized, it is only because people's thinking has not

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Kulild, Marit, and Knut Steinar Engelsen. "Improvisasjon som bindeledd mellom teori og praksis i profesjonsutdanninga til lærarstudenten." Nordisk tidsskrift for utdanning og praksis 11, no. 2 (2017): 59–43. http://dx.doi.org/10.23865/fou.v11.1774.

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Merk: Denne artikkelen ble publisert i tidsskriftet FOU i praksis. Tidsskriftet skiftet navn til Nordisk tidsskrift for utdanning og praksis i september 2019. Denne artikkelen undersøkjer kunnskap og erfaring med improvisasjon som fenomen i lærarutdanninga. Gjennom fire semester har ei gruppe lærarstudentar undersøkt, prøvd ut og reflektert over ulike sider av improvisasjon relatert til pedagogikk og elevkunnskapsfaget. Faglege syklusar kopla til teori om relasjonell klasseleiing, vurdering for læring og improvisasjon har vore bakgrunn for intervjuet vårt. For å få innsikt i studentane s

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Karatağ, Öğretmen Miray. "ZİHİNSEL ENGELLİLER ÖZEL EĞİTİM UYGULAMA OKULLARINDA ÇALIŞAN MÜZİK ÖĞRETMENLERİNİN KARŞILAŞTIKLARI SORUNLAR VE ÇÖZÜM ÖNERİLERİ." ZİHİNSEL ENGELLİLER ÖZEL EĞİTİM UYGULAMA OKULLARINDA ÇALIŞAN MÜZİK ÖĞRETMENLERİNİN KARŞILAŞTIKLARI SORUNLAR VE ÇÖZÜM ÖNERİLERİ 4, no. 1 (2020): 22–43. https://doi.org/10.5281/zenodo.10637524.

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Müzik eğitimi, tüm bireylerin öğrenim yaşamlarında önemli bir etkiye sahip olduğu gibi; özel eğitime ihtiyacı olan bireylerin öğrenim yaşamlarında da öğrenmeyi olumlu yönde etkilediği düşünülmektedir. Fakat müzik öğretmenliği ana bilim dallarından mezun olarak atanmaya hak kazanan müzik öğretmeni adayları, sadece ilköğretim ya da ortaöğretim kurumlarına değil, özel eğitim veren kurumlara da atanabilmektedir. Bu da bir takım sorunlara yol açmaktadır. Bu nedenle bu araştırmada, zihinse

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Thorup Larsen, Lars. "Guvernementalisering af velfærdsprofessionerne." Dansk Sociologi 24, no. 3 (2013): 37–61. http://dx.doi.org/10.22439/dansoc.v24i3.4696.

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Traditionelt opfattes professioners autonomi som en direkte følge af den viden, de besidder, samt af de særlige opgaver denne viden tillader dem at løse, ikke mindst for staten. Denne autonomi er imidlertid sat under pres igennem talrige bølger af reformer i velfærdsstaten, hvad enten der er tale om reformer med henblik på bedre opgavevaretagelse eller om simple nedskæringer. Mens det er velbeskrevet i professionslitteraturen, hvorledes velfærdsreformer forsøger at regulere de professionelles økonomiske interesser, fx igennem New Public Management-inspirerede tiltag, søger denne artikel at vis

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Dodou, Katherina. "Reading and the Profession: On the Literary Education of English School Teachers." Acta Didactica Norge 12, no. 2 (2018): 2. http://dx.doi.org/10.5617/adno.5575.

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AbstractThe article addresses the question of how English departments best can teach literature and literary reading to future upper secondary school teachers of English. It approaches the question in terms of the literary scholar’s contribution to the professional education and practice of school teachers in Sweden. The article combines metacognitive analyses of disciplinary ways of thinking with profession theory to reflect on the literary content knowledge upper secondary school teachers need for their teaching practice. It outlines key differences between the understanding of what reading

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Krasnikova, Yuliya N. "The life path of Professor Evgenii Aleksandrovich Engel’ according to archival documents and materials of his personal file. 1878-1942." Herald of an archivist, no. 2 (2024): 391–408. http://dx.doi.org/10.28995/2073-0101-2024-2-391-408.

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The life path of Professor E. A. Engel’ is connected with the history of a number of educational institutions in St. Petersburg. Despite the fact that Evgenii Aleksandrovich was a well-known scientist and socio-political figure of the first quarter of the XX century, no full-fledged biography of him has been written. However, some information has been preserved in different sources. This is the reason for the purpose and objectives of this study: on the basis of archival documents, first introduced into the scientific circulation, to detail the biography of a well-known in Petrograd major scie

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Albeck, Gustav. "Den unge Grundtvig og Norge." Grundtvig-Studier 37, no. 1 (1985): 47–66. http://dx.doi.org/10.7146/grs.v37i1.15941.

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The Young Grundtvig and NorwayBy Gustav AlbeckThis article is a revised and extended version of the lecture given by Professor Albeck on April 30th 1984 at the annual general meeting of the Grundtvig Society in Oslo. It describes Grundtvig’s close relationship to a number of Norwegian friends he made during his residence at the Walkendorf hostel in Copenhagen in the years 1808-11; this circle of friends lasted and widened to include other Norwegians in his later life.Grundtvig was 67 before he set foot on Norwegian soil, but from his early youth he had familiarised himself with the Norwegian l

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Holmbukt, Tove, and Minjeong Son. "Towards reconceptualising teacher education for English: Benefits and challenges of implementing a third space." Acta Didactica Norden 14, no. 2 (2020). http://dx.doi.org/10.5617/adno.7924.

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One of the long-lasting challenges in teacher education for English is that students in English struggle with transforming their academic knowledge (theory) into classroom practice and desire a more practice-integrated course design. The present article discusses and evaluates a teaching strategy, in an attempt to provide more practice-based English courses, which intends to adopt the emerging epistemology of teacher education, using a third space. The third space is an arena where a theory field (university courses) and a practice field (schools) are brought together as an integrated domain f

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Vattøy, Kim-Daniel. "Utforskning av doktorgradsavhandlinger om engelskundervisning knyttet til en forskerskole for lærerutdanning: En tematisk syntese a teacher education research school: A thematic synthesis." Acta Didactica Norden 18, no. 1 (2024). http://dx.doi.org/10.5617/adno.10931.

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Denne studien tar for seg behovet for en dypere forståelse av innvirkningen av praksisorientert doktorgradsforskning, spesielt innen engelsk som fremmedspråk (EFL), på lærerutdanningsfeltet. Målet er å undersøke trender innen engelskundervisning i doktorgradsavhandlinger knyttet til Nasjonal forskerskole for lærerutdanning (NAFOL), samt å utforske NAFOLs rolle slik den fremstilles i disse avhandlingene. En tematisk syntese av åtte utvalgte doktorgradsavhandlinger, hentet fra en samling av 190 NAFOL-tilknyttede arbeider, avdekket tre hovedtemaer: anbefalinger for engelsk undervisningspraksis, e

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Souza, Débora Elisa de, Julia Amorim Monteiro, and Antonio Fernandes Nascimento Junior. "Conceptions of nature from the poem “A Folha” by Drummond." Periódico Eletrônico Fórum Ambiental da Alta Paulista 17, no. 5 (2021). http://dx.doi.org/10.17271/1980082717520213058.

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This work aimed to analyze the poem “A Folha”, by Carlos Drummond de Andrade, seeking to identify the ideas of nature that can be enunciated in a Biology teacher training environment. For this, we resorted to Discourse Analysis, using the Bakhtin Circle as a theoretical-methodological framework. From the analysis, it was possible to see that the poem raises dialogues that permeate different ideas of a historically constructed nature, based on the ideas of Plato, Kant, Hegel and Marx and Engels. Furthermore, the analysis of the poem reminds us of the importance of such discussions for teacher e

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Lærke, Anne. "OM AT VENTE OG IKKE VIDE: Tid og disciplin i en engelsk primary school." Tidsskriftet Antropologi, no. 38 (September 1, 1998). http://dx.doi.org/10.7146/ta.v0i38.115219.

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Anna Lærke: Waiting Patiently: Time and Discipline in an English Primary School In 1994-96, the author conducted fieldwork among young children in an English village. The article focuses on local notions and practices of discipline in the village primary school, specifically on the use of time as a disciplinary technique. The term “discipline” is used, in a broad sense, to denote practices. strategies, and ideas involved in children’s and adults’ demarcations of one another’s identities. Thus, it is argued, adult and child

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ASLAN BAĞCI, Özlem, and Hakan SARI. "İşitme Engelli Öğrencilerle Çalışan Öğretmenlerin Mesleki Yeterliliklerine Yönelik Görüşlerinin Değerlendirilmesi." Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, September 27, 2023, 1–17. http://dx.doi.org/10.21565/ozelegitimdergisi.1153895.

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Introduction: Special education policy is based upon integration in Türkiye. Hence, the professional competencies of teachers working with hearing-impaired students in the field of hearing impairments have a prominent role in this policy. This study aims to identify the teacher needs for the teacher competency training program in hearing impairments to be developed for teachers of hearing-impaired students. Method: Qualitative research design was adopted in this study, and the data were collected by semi-structured interview on the professional knowledge and skills teachers need while teaching

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YILDIRIM, Ayşe, and Mehmet Fatih YÜKSEL. "Determination of Physical Education and Sports Teacher Candidates Attitudes and Awareness Levels Towards the Effects of Sports on Intellectually Disabled Individuals." Türk Spor Bilimleri Dergisi, October 12, 2022. http://dx.doi.org/10.46385/tsbd.1177496.

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The aim of this study is to investigate the attitudes and awareness levels of physical education and sports teacher candidates towards the effects of sports on intellectually disabled individuals. The research population consists of physical education teacher candidates who continue their education in the physical education and sports departments of universities. Accessible sampling method, one of the non-random sampling methods, was used in the study. The study group of the research consists of physical education teacher candidates (n=306) who continue their education in Konya Necmettin Erbak

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KESKİNKILIÇ, Korhan, Ahmet Gökhan YAZICI, and Atike YILMAZ. "İnvestigation of Emotional Distance of Physical Education and Sports and Special Education Department Teacher Candidates Towards İndividuals with Special Needs." Akdeniz Spor Bilimleri Dergisi, June 22, 2023. http://dx.doi.org/10.38021/asbid.1298002.

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Günümüzde özel gereksinimli bireylerin eğitimleri özel eğitim faaliyetleri ile sürdürülmektedir ve bu eğitimin en önemli unsuru olan öğretmenlerin özel gereksinimli bireylere karşı olumlu duygulara sahip olmalarının sunacakları eğitim kalitesini artıracağı düşünülmektedir. Çalışmamızda öğretmen adaylarının özel gereksinimli bireylere karşı duygusal yakınlıklarını belirlemek amacıyla tasarlanmıştır. Çalışmada nicel araştırma yöntemlerinden betimsel tarama modeli kullanılmıştır. Veri toplama aracı olarak araştırmacılar tarafından belirlenen kişisel bilgi formu ve Yılmaz (2018) tarafından gelişti

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Ignaciammal, A., and P. Muthupandi. "Impact of Yoga Practice on the Physical Wellbeing and Lifestyle of Prospective Teachers: A Case of St. Justin’s College of Education in Madurai." Jharkhand Journal of Development and Management Studies 23, no. 2 (2025). https://doi.org/10.70994/jjdms.10747.10757.

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This longitudinal mixed-methods case study investigates the transformative effects of a structured six-month yoga intervention on the physical well-being, lifestyle habits, and disease prevention awareness of 30 prospective teachers at St. Justin’s College of Education in Madurai, India. Grounded in Engel’s (1977) biopsychosocial model, the research adopts a holistic lens to explore how yoga—integrating asanas (postures), pranayama (breathwork), and mindfulness meditation—impacts biological health metrics, psychological resilience, and sociocultural health behaviours. Participants engaged in t

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Saliu-Abdulahi, Drita, and Glenn Ole Hellekjær. "Upper secondary school students’ perceptions of and experiences with feedback in English writing instruction." Acta Didactica Norden 14, no. 3 (2020). http://dx.doi.org/10.5617/adno.8299.

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Abstract This paper presents a survey of student perceptions of feedback in English writing in a context where formative assessment is mandatory. The study comprises 329 first year upper secondary school students from seven schools in eastern Norway, and uses a survey to examine their perceptions of and experiences with feedback in EFL writing instruction. Overall, the findings reveal that students receive varied feedback, on language as well as global errors, but primarily to finished and graded texts. There is little use of feedback between drafts, or of oral conferencing and peer-feed

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Sohl, Lena, and Magnus Wennerhag. "Redaktörerna har ordet." Sociologisk Forskning 59, no. 1–2 (2022). http://dx.doi.org/10.37062/sf.59.24260.

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Sociologi är en forskningsdisciplin som i dag präglas av stor mångfald, sett till vilka samhällsfenomen vi sociologer studerar eller vilka metoder och teorier vi använder. Kanske är det därför som föreställningen om en sociologisk teoretisk kanon fortfarande fyller en viktig roll, som en fast – men föränderlig – referenspunkt alla sociologer oavsett specialitet kan förhålla sig till. Detta dubbelnummer av Sociologisk Forskning innehåller många texter som på olika sätt kretsar kring sociologins klassiker och det sociologiska teoretiserandet. I ”Theory as text or theory as activities?” diskutera

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"Language teaching." Language Teaching 37, no. 3 (2004): 169–83. http://dx.doi.org/10.1017/s0261444805212399.

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04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne

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