Responding to the challenge of providing stronger research base for teacher education: research discourses in the Norwegian national research school for teacher education     

Anna-Lena Østern 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):73-90

Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school.  相似文献   

Measuring scientific contributions with modified fractional counting     

Gunnar Sivertsen  Ronald Rousseau  Lin Zhang 《Journal of Informetrics》2019,13(2):679-694

We develop and propose a new counting method at the aggregate level for contributions to scientific publications called modified fractional counting (MFC). We show that, compared to traditional complete-normalized fractional counting, it eliminates the extreme differences in contributions over time that otherwise occur between scientists that mainly publish alone or in small groups and those that publish with large groups of co-authors. As an extra benefit we find that scientists in different areas of research turn out to have comparable average contributions to scientific articles. We test the method on scientists at Norway’s largest universities and find that, at an aggregate level, it indeed supports comparability across different co-authorship practices as well as between areas of research. MFC is thereby useful whenever the research output from institutions with different research profiles are compared, as e.g., in the Leiden Ranking. Finally, as MFC is actually a family of indicators, depending on a sensitivity parameter, it can be adapted to the circumstances.  相似文献   

嘉丽妹妹不同价值观的分析     

吴菲 《齐齐哈尔师范高等专科学校学报》2014,(3):59-60

1900年《嘉莉妹妹》出版,出版之后,西奥多德莱赛受到了广泛关注,而其作品也受到了很大争议。该部小说深刻揭示了美国城市社会的黑暗,不少小说评论家认为该小说在一定程度上打破了常理。小说中重点描述的悲情人物赫斯特伍德,则给人们带来心灵上的震颤,不少人开始对城市生活有着绝望的反思。在本文中,笔者从各种文化的视角入手分析,重点探讨并阐释赫斯特伍德所在的客观世界,以及该客观世界带给人们自身的个性特色和悲剧因素。  相似文献   

论E.M.伍德的历史唯物主义思想———基于时代背景、理论渊源与理论诉求的维度简     

冯旺舟 《渭南师范学院学报》2014,(1):9-13

伍德的历史唯物主义思想形成于全球化的过程中。在资本主义社会与阶级结构发生巨大变化,苏联、东欧剧变和各种新社会运动风起云涌的时代背景下,伍德坚信马克思揭示的“两个必然”论断,始终坚持用历史唯物主义的方法来分析和评判国际局势,在与各种西方思潮相互激荡的过程中发展历史唯物主义。她反对西方学者对历史唯物主义的歪曲,试图重建历史唯物主义的批判程序和精神。伍德主要继承和发展了马克思、爱德华·P·汤普森（EdwardPalmerThomp·son）和罗布特·布伦纳（RobertBrenner）的历史唯物主义思想。伍德认为历史唯物主义仍然是批判资本主义的最佳理论武器,研究资本主义体系的统一性和历史真实性,研究资本主义被取代的可能性,而不研究资本主义的必然性和将资本主义当成历史的终结。伍德坚持经济分析法和阶级分析法,是一名传统和坚定的理性马克思主义者。  相似文献   

海石汹涌，水木清华--中国神话与希腊神话之比较     

唐雪枫 《河北工程技术职业学院学报》2014,(2):67-69,76

神话是原始初民们的意识形态的表现,是人类在童年时代对自然、社会现象天真而幼稚的认识和解释。因为地理环境、民族心理的差异,各种文明的神话各不相同,体现出来的民族性格也大相径庭。希腊神话作为西方文化的两大源流之一,浸染了西方社会三千多年的历史;中国神话也影响到日本、朝鲜等东亚文化,塑造了东方文化的独特气质。如果说希腊神话是海水汹涌下的磐石,那么中国神话就是水边草木的一抹清华。  相似文献   

感性的厚重与灵性的升华——从“五行”文化看猪八戒到林黛玉的文化赋形     

张岳林 《六安师专学报》2013,(1):67-70

以＂五行＂文化特性建构人物形象,这是中国古代部分小说人物形象叙事的一种特殊方式。＂五行＂之特性影响着人物思想、性格的特性生成,使其成为人物形象叙事的重要原型密码。其中猪八戒与林黛玉属＂木＂,其思想、性格具有＂木＂的文化特性,揭示出＂五行＂作为文化密码对两个人物形象塑造的深层影响;但两个形象的文化意义、美学意义有所不同：猪八戒是感性的厚重,林黛玉是灵性的升华;猪八戒是喜剧,林黛玉是悲剧。这不仅反映出两部作品思想意蕴的差异,也体现了两部作品美学旨趣的不同。  相似文献   

广西大学木材科学与工程专业建设的实践与思考     

罗建举  苏初旺  徐峰 《高教论坛》2008,(4)

广西大学林学院的木材科学与工程专业,应广西木材工业发展的需要,于2000年恢复开办,经过近8年的大力建设,于2007年成为广西高校"十一五"第三批优质专业。本文对该专业的建设工作进行了全面系统的总结,并对该专业今后的发展目标与建设方案进行了构思和规划。在此基础上为该专业的特色建设设计了三个方向:①着力打造"木材美学"专业方向,引领国内外"木材美学"发展;②大力支持学生创新研究,通过学生的创新研究成果来扩大专业影响;③面向东南亚开拓生源和就业市场,提升专业的国际化水平,提高专业的国内外地位。  相似文献   

从《挪威的森林》看日本20世纪60年代青年的生存状态     

曹爱华 《赣南师范学院学报》2008,29(4):77-80

《挪威的森林》是日本作家村上春树的长篇小说,它既表现出高超的艺术实力,也有最贴近生活的符号背景,是村上以无数真实的都市生活场景贴出的无奈人生,并以此折射出日本战后伴随着经济发展的新一代青年的生存状态。  相似文献   

宋公享晋侯以《桑林》考论     

逯宏 《南阳师范学院学报》2009,8(5)

在先秦时代,"桑林"是殷商及周代宋国的国家祭祀场所,有时也是殷商或宋国祖社的代称.在桑林祭祀中,当然会有与祈雨或生殖崇拜相关的活动.但是,祈雨或生殖崇拜并不是古人祭祀的唯一内容,故片面强调这两个方面是不恰当的.<左传·襄公十年>所载的"宋公享晋侯以<桑林>"事件,是在特定的政治、军事和外交背景下发生的,其时所上演的<桑林>乐舞与祈雨或生殖崇拜无关,而与<商颂·长发>有关.  相似文献   

Word-Decoding Deficits in Norwegian: The Impact of Psycholinguistic Marker Effects     

T. Nergård-Nilssen 《Reading and writing》2006,19(3):265-290

The effects of regularity, frequency, lexicality, and granularity on single word reading in Norwegian children with dyslexia and control children matched for age and reading level were examined. The reading impaired children showed the same pattern of performance as younger children matched for reading level on most tasks except for the fact that they worse at nonword reading. The findings are discussed against different theoretical models of reading.  相似文献