Ingrid Helleve

Is individual mentoring the only answer

Unlike many other countries, Norway has no induction programme or reduction of teaching load for newly qualified teachers. However, an interesting model has been developed through the “New Teachers in Norway” project. This project involves teacher education institutions and schools, novice and experienced teachers as well as teacher educators in the learning process. Future enterprises that are currently discussed in a Parliamentary Proposition have an individual focus. The only suggestion is that all new teachers should have a mentor. The aim of this paper is to investigate how the needs of novice teachers correspond to the aims of the national project and the future plans of Norwegian policymakers.Keywords: novice teachers, mentors, reflective dialogues, networks, learning communities

The networked classroom – Socially unconnected

By the turn of the century Norwegian educational practice was supposed to be changed through reforms and investment in technological equipment. Supported by research, the aim was to change practice in the direction of learning activities that could support learning understood as productive interactions. Few teachers and teacher educators participated in the discussion of how to use the technology. The focus for this article is student teachers’ attitudes concerning computer-supported classroom practice some years after the reforms. What are their presuppositions, experiences and future expectations? The results show that the traditional classroom practice is carried on and computers are adjusted to already existing teaching and learning activities. Possible effects are discussed.

Ethical aspects of professional dilemmas in the first year of teaching

Education is described as a moral enterprise and many of the professional dilemmas teachers encounter have an ethical aspect. Research on ethical situations that novice teachers experience, however, seems to be limited, and we know little about how teacher education can prepare student-teachers for dealing with ethical issues. In this article a narrative approach is used to examine what kind of dilemmas with ethical aspects new teachers in upper secondary school in Norway may experience. The findings suggest that their dilemmas are related to the induction phase in teaching, and that the students are unprepared for dealing with these dilemmas. Based on what we learned from the new teachers, we suggest various implications for teacher education about how to prepare future teachers for handling the variety of professional dilemmas including ethical aspects they are likely to meet.

Differences and Similarities in Approach Between Classroom and Distance Learning

This chapter will focus on differences and similarities between classroom and distance learning. What should count as learning and knowledge when information is available for everybody all the time? What are the consequences of these questions for teachers? These are questions that will be dealt with throughout the chapter. The aim of this Norwegian study is to single out what characterises productive interactions in ICT(Information and communication technology) supported communities of learners, based on research from three different case studies. The study is based on the assumption that when teachers are designing and guiding learning communities there are some common features across agegroups and learning environments. Common for the three communities is that educational technology is supposed to serve as a space for collaborative writing activities. Across classrooms and distance learning there are some basic differences and similarities that will be discussed and illustrated through three different studies carried out between pupils in a classroom, on-campus students and distance learning students. The first study is carried out in 2nd grade in primary school where the students were supposed to write common texts by means of stand-alone-computers in the class-room. The next study deals with the experiences of 10 campus students in a blended environment. The students met every day, but were also supposed to collaborate online. The third study deals with distance learning. A group of five students called themselves the “magic group.” They were student teachers who were supposed to publish portfolios and give feedback to each other. The research methods that are used are observations of the activities in the classroom, interviews and analysis of written texts. The conversation taking place when the pupils were writing common texts by means of the computers were recorded and analysed. The written online material is based on portfolios, feedback processes and online discussions. Further pupils, students and teachers in all three studies are interviewed. The aim of this chapter is to look across the borders of distanceand classroom learning in search of differences and similarities.

Does Mentor-Education make a Difference?

The aim of this chapter is to focus on differences between formally educated and not educated mentors. However, as an introduction we have chosen a quote that illustrates the similarities we found rather than the differences. The core value of mentorship according to our informants in the current study seems to be twofold.

What and how student teachers learn during their practicum as a foundation for further professional development

ABSTRACT This study investigates how work placement contributes to the integration of practical skills and theoretical knowledge in teacher education. The lack of connection has commonly been criticised in teacher education as well as in other professional studies. The aim of the study is to gain a deeper understanding of how practicum interacts with the university coursework to enhance professional competencies among student teachers. The context is three different Norwegian teacher education programmes that prepare for secondary school. In focus groups the students describe the placement context and the differences between learning on campus and in the practice field. Furthermore, they explain the outcome of field experiences. The findings show that the learning in practicum should not be taken for granted. The students experience great differences between workplaces related to attitudes, support, facilities, mentoring and possibilities to learn from experiences. Practicum should be recognised as an important part of student teachers’ education. It should not be left to chance, but have a binding framework related to the quality of mentoring and the working conditions student teachers are offered.

“In this class we are so different that I can be myself!” Intercultural dialogue in a first grade upper secondary school in Norway

ABSTRACTFocus of this article is immigrant youth and Norwegians-born to immigrant parents in upper secondary school in Norway. The study was conducted in a first year of a general study class in upper secondary school, where 11 of 24 students were immigrants. Previous research on immigrants in school tends to show a picture of a marginalized group in Norwegian schools which is characterized by egalitarianism. The research question of the article is: What can we learn from students’ experiences with an inclusive class environment based on a case study? What contributes to their experience of a good class environment? Through observation of the class and interviews with students, we find that diversity is accepted. Pupils show mutual respect for each other and they do not define others based on ethnicity. The way in which school and teachers work with the class is of great importance. An intentional structure is framing the possibilities for intersubjective relations. Through these possibilities the partici...

Teachers Experiences with Networked Classrooms in Norway

The aim of this study, based on response on a questionnaire from 65 teachers in upper secondary schools, is to gain insight into how teachers experience and practice their role as leaders in the digital classroom. Research shows that teachers seldom are asked about their opinions concerning use of technical device. From 2007 all Norwegian students in upper secondary schools were given a computer from the authorities. Politicians argued for pedagogical use of ICT, for example, through interactive device like social networking sites. However, recent national reports show that teachers mainly use ICT for administrative and not for pedagogical purposes. Findings from the current study show that teachers adjust the technology to their existing pedagogy and continue their existing practice. To a small extent the technology’s interactive abilities are utilized. Technological device is powerful. Possible consequences of placing technology on every student’s desk are discussed. The teachers’ future concern is to control Internet and to have possibilities to develop and discuss pedagogical use of technology in classrooms with their colleagues.

Teaching about teaching is to reveal how to live with uncertainty

Teacher educators demonstrate scholarship and contribute to professional development when they reveal to their student teachers how to live with uncertainty. The focus of this paper is a self-study where the aims were to contribute to my own professional development as a teacher educator and to understand if and eventually what student teachers could learn from reading my plans and reflections published online through my open journal. The self-study project lasted for 18 months and was carried out in close collaboration with a critical friend. Data collection is based on transcripts from mentor meetings, my personal and open journals, my critical friend’s observations and interviews with student teachers. Through the study I learned that access to my open journal made the student teachers understand more of the complexity of teaching, the possibilities for framing and reframing teaching and the importance of reflection. Different possibilities for getting access to teacher educators’ uncertainty are discussed.