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Forskning och utveckling inom kategori "Lärarprofessionen"

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Dismantling dehumanizing educator talk about children and families: the moral imperative for early childhood teacher educators

24 april
This reflection on practice explores dehumanizing educator talk as an explicit topic within multicultural/diversity/anti-bias and anti-racist teacher education. Dehumanizing educator talk is defined as formal or informal conversation during which targeted individuals or groups are openly demeaned with offensive generalizations in the absence of discernable educational goals leading to improved outcomes.

Can teacher quality be profiled? A cluster analysis of teachers' beliefs, practices and students' perceptions of effectiveness

24 april
In this study, a group of Australian high-school teachers completed an extensive teacher beliefs questionnaire, undertook the Visible Classroom program to record and document their use of high-leverage teaching practices and had their students complete a survey based on perceptions of effective teaching.

What graduates want in teacher education

14 mars
To understand what to improve in initial teacher education to better prepare teachers for their profession, we asked alumni (N = 93) from three Swedish initial teacher education programs, what in their education they thought had benefited them the most in preparing them for a teaching career, and what they thought was lacking given their professional needs.

How do teacher educators from Denmark, Finland, Norway and Sweden teach for active democratic participation?

14 mars
This study analyses how “active democratic participation” is conceptualised by sixteen teacher educators from eight institutions of higher education across four Nordic countries and how these conceptualisations are translated into their own teaching.
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Teacher leadership: leading professional learning among peers

14 mars
Research has shown the importance of teacher leaders in improving professional learning and schools. This case study investigates the development of a new teacher leader position at a Norwegian upper-secondary school with the responsibility for leading peer teachers’ collective professional development. Our aim is to understand the interplay between cultural/structural conditions and dynamic processes in…
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