Zobrazeno 1 - 10
of 17
pro vyhledávání: '"Hilde Wågsås Afdal"'
Autor:
Katriina Maaranen, Hilde Wågsås Afdal
Publikováno v:
Education Inquiry, Pp 1-19 (2024)
This study investigates Finnish and Californian (US) elementary and secondary school teachers. The main objective of the study is to explore the experienced autonomy in different educational policy regimes. The ideologies and traditions that these tw
Externí odkaz:
https://doaj.org/article/c171283bbbb1429a8cfcbb1c3d3ac7a7
Autor:
Hilde Wågsås Afdal
Publikováno v:
European Journal of Teacher Education. 42:258-275
This article revisits methodological perspectives on international comparative research on teacher education (TE). Benefits and problems related to comparative educational research methodology in g...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ece0054c01185e57bed6aa9ae58a2dd5
https://doi.org/10.1080/02619768.2019.1566316
https://doi.org/10.1080/02619768.2019.1566316
Autor:
Kari Spernes, Hilde Wågsås Afdal
Publikováno v:
European Journal of Teacher Education
Numerous studies emphasise the contribution of inquiry-based learning approaches to positive learning outcomes for students; however, in this study, we explore how a scientific methods assignment may qualify as a profession-oriented, inquiry-based le
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::29122ef3ba925d7cc5e13101a914c942
https://hdl.handle.net/11250/2776421
https://hdl.handle.net/11250/2776421
Autor:
Katriina Maaranen, Hilde Wågsås Afdal
Publikováno v:
Scandinavian Journal of Educational Research
In this study, we explore teachers' professional space as an alternative to, and/or expansion of earlier conceptualizations of teacher autonomy. Professional space is here understood both as an objective space with e.g., physical, juridical, economic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0f61f2dc44ab97a9d94a92a64a9adce6
https://hdl.handle.net/11250/2728209
https://hdl.handle.net/11250/2728209
Autor:
Hilde Wågsås Afdal, Geir Afdal
Publikováno v:
European Educational Research Journal. 18:105-124
Changing conditions in the realm of teacher professionalism have consequences for teachers’ professional values and ethics. To a large degree, the literature concludes that increases in accountability policies seem to result in more restricted spac
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4e14c5e810eb87331e1ec7ce46882c33
https://doi.org/10.1177/1474904118797733
https://doi.org/10.1177/1474904118797733
Autor:
Kari Spernes, Hilde Wågsås Afdal
Publikováno v:
Teaching and Teacher Education. 74:215-228
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b5345d69d5f124371f80349a6fd12c7e
https://doi.org/10.1016/j.tate.2018.05.011
https://doi.org/10.1016/j.tate.2018.05.011
Autor:
Gerd Johansen, Hilde Wågsås Afdal
Publikováno v:
International Journal of Learning, Teaching and Educational Research
One of the purposes of science teacher education is to provide prospective teachers with a solid foundation from which to educate scientifically literate pupils. It is reasonable to assume that curriculum documents provide opportunities as well as im
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::faedb6539643e328207a715afc930060
https://doi.org/10.26803/ijlter.17.2.7
https://doi.org/10.26803/ijlter.17.2.7
Publikováno v:
Ethics in Professional Education ISBN: 9781315121352
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1955c63dad863d50e52a030c7aa81bf4
https://doi.org/10.4324/9781315121352-3
https://doi.org/10.4324/9781315121352-3
Autor:
Hilde Wågsås Afdal
Publikováno v:
Higher Education. 74:401-418
This article questions what kind of actors become involved and analyzes what forms of knowledge are activated, when discourses such as “research-based” and “profession-oriented” become basic preconditions in national curriculum change process
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2dd104f070f9128d9e21103288eb2e67
https://doi.org/10.1007/s10734-016-9998-7
https://doi.org/10.1007/s10734-016-9998-7
Publikováno v:
Ethics and Education. 11:29-41
In this paper, we explore the possible contributions of empirical moral philosophy to professional ethics in teacher education. We argue that it is both possible and desirable to connect knowledge of how teachers empirically do and understand profess
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::630303063cc09cc922a71acd449b380b
https://doi.org/10.1080/17449642.2016.1145498
https://doi.org/10.1080/17449642.2016.1145498