Teaching and Teacher Education

Title of thesis: Norwegian Vg1 English teachers’ and students’ beliefs concerning digital competence and the use of digital tools in ESL learning, and teachers reported practices

RQ1: What are the differences between how Norwegian upper secondary school pupils and teachers experienced the adoption of ICT during emergency remote teaching due to the

In subsequent years I have had the opportunity to conduct research into how teachers and students engage with HRE and citizenship education, and to lead a

× motivation [33–35] Norwegian and New Zealand teacher educators’ abilities (digital competence) and performance (professional application of digital tools) was measured..

Our experience and theoretical reflections show that outdoor science activities can lead to real empowerment of prospective science teachers, giving them more

The results also reveal that formative development, which has been an overarching goal in the Kindergarten Act and the framework plan for Norwegian kindergartens since 2011,

For most contexts where English is not the majority or school language, the main sources of children’s language input are the teachers themselves and the materials they use

Choosing Content and Methods: Focus Group Interviews with Faculty Teachers in Norwegian Pre-Service Subject Teacher Education in.. Design,