Trond Eiliv Hauge

Research on Teachers and Teacher Education in Scandinavia: a retrospective review

Abstract The important role in learning and upbringing played by teachers has been acknowledged for a long time. However, research on this question belongs with few exceptions, to the post‐war area in all the Nordic countries. During the last few decades a extensive research within a variety of studies have addressed the question. And, in accord with realistic expectations, the research conducted within this area since the middle of the 1950ties reflects a change in the interest of researchers similar to that found outside the Nordic countries, from studies of teacher behaviour to research on teacher cognition and analyses of the interactions between students and teachers in the classroom. The review also reveals a clear and significant change in the use of research methods: quantitative methods have declined while qualitative methods have expanded. It seems characteristic of research within this area that a great number of studies have been explorative in nature and that few of them have been followed up...

School Effectiveness Research: A Review of the International Literature

Publisher Summary This chapter reviews the literature on school effectiveness from virtually all the countries in the world where research has been conducted to assess the state of the art of the discipline across the world. It conveys a sense of the historical background to school effectiveness research in various countries and a sense also of the reasons why the countries differ so much in the quantity and the quality of their knowledge bases. The chapter discusses the lessons from the various countries in terms of their contribution to research practice and general conceptualizations of the way to practice school effectiveness research. It also discusses the ways in which the field of school effectiveness might usefully develop in the future, based on an appreciation in different countries of the value of research approaches that reflect best practice as identified internationally. The chapter presents a survey of school effectiveness research in Canada and reviews the countries of Hong Kong, Norway, Australasia, Taiwan, the Netherlands, the United States, and the Great Britain.

Blogs and the Design of Reflective Peer-to-Peer Technology-Enhanced Learning and Formative Assessment.

Purpose: The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer-to-peer learning can be designed and provided in online h ...

Uptake and use of technology: bridging design for teaching and learning

This paper demonstrates the need for taking a design perspective on teaching and learning in the study of the uptake and use of information and communication technologies (ICT) in education. It argues for the identification and scrutiny of designs for teaching and learning at the institutional level to overcome the contradictions that often arise in the implementation of ICT. The design approach is dialectic in nature and aligned to the perspective of technical rationality proposed by Herbert A. Simon and the design process as reflection-in-action proposed by Donald A. Schön. Two empirical case studies illustrate how design is conceived and changed by teachers using technologies in institutional practices of teaching and learning.

Collaborative leadership development with ICT: experiences from three exemplary schools

This study utilized a tool-oriented perspective on the uptake and use of digital technology in three exemplary upper secondary schools, to determine how the school leaders viewed leadership in the development of information and communication technology (ICT)-enriched environments for teaching and learning, and how they utilized technology in their daily leadership practices. The data were obtained from interviews with the school leaders and analyses of school documents and websites. In all three schools, leadership was extended and distributed beyond the work of the principal, taking into account the shared and professional expertise in the leader group and across the staff, and relying on reliable technologies and systemic activities developed over time. The findings confirm previous research underlining the importance of supportive school leadership for the successful implementation of ICT in education. In addition, the study shows that in schools oriented towards Web 2.0 or open collaborative technology practices, the leadership functions as a team-based and distributed activity, relying on educational and technological expertise at multiple levels. The findings across the three schools suggest that tool-mediated activities may become routinized over time, transforming into unspoken institutional infrastructures.

On the Life of ICT and School Leadership in a Large-Scale Reform Movement

In this chapter, the understanding and use of information and communication technology (ICT) as part of a large-scale reform movement at one secondary school in Norway is explored by analysing leadership practices and technology use patterns over time. This upper secondary school opened in 2010 and offered general studies as well as vocational courses.

Preparing Teachers for Tomorrow’s Schools: Reforming Initial Teacher Education with the Use of ICT in Norway

Abstract In this chapter, two reforms in initial teacher education at the University of Oslo are contrasted and compared with regard to the use of digital technology and the underlying ideas of teaching and learning. Reflecting different time periods of technology development, these reforms initiated in 2000 and 2012, respectively, offer valuable insights into how initial teacher education is influenced by technologies in the society and how conceptions of teacher professional learning are changing over time. This study highlights the constraints and affordances of the technologies for changing and bridging practices in teacher education. For the uptake and use of digital technology, the findings point to the necessity of critically examining the way in which the approaches to teaching and learning in initial teacher education and the constraints of how the technology designs are influencing student teachers’ learning.