2PRLU20-1
Pensum for studieåret
Obligatorisk litteratur
Dewey, J. (1904/2008). The relation of theory to practice in education. In M.
Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of (3rd ed., pp.
research on teacher education: Enduring questions in changing contexts 787-798). New York: Routledge. 11 pages.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and teaching: Theory and practice, 15(2), 273-289. 16 pages.
Jensen, K., Lahn, L. C., & Nerland, M. (2012). Introduction – professional learning in new knowledge landscapes: A cultural perspective. In K. Jensen, L. C. Lahn, & M. Nerland (Eds.), Professional learning in the knowledge society (pp. 1-24). Rotterdam: Sense Publishers. 24 pages.
Nerland, M. (2012). Professions as knowledge cultures. In K. Jensen, L. C. Lahn, & M.
Nerland (Eds.), Professional learning in the knowledge society (pp. 27-48). Rotterdam:
Sense Publishers. 22 pages. *
Shulman, L. S. (2004). Theory, practice, and the education of professionals. In S. M.
Wilson (Ed.), The wisdom of practice (pp. 523-544). San Fransisco: Jossey-Bass. 22 pages.
**
BERA. (2014). Research and the teaching profession. Building the capacity for a Retrieved from
self-improving education system.
40 pages.
https://www.bera.ac.uk/project/research-and-teacher-education
Cochran-Smith, M. (2013). Trends and challenges in teacher education: National and international perspectives. In A-L. Østern, K. Smith, T. Ryghaug, T. Krüger, & M. B.
Postholm (Eds.), Teacher education between national identity and global trends: NAFOL (pp. 121-135) Trondheim: Akademika forlag. 15 pages. *
Yearbook 2012 .
Cochran-Smith, M., & Villegas, A. M. (2015). Critiquing teacher preparation research: An overview of the field. Part II. Journal of Teacher Education 66, (2), 109-121. 12 pages.
Cochran-Smith, M., & Villegas, A. M. (2015). Framing teacher preparation research: An overview of the field. Part 1. Journal of Teacher Education 66, (1), 7-20. 13 pages.
Darling-Hammond, L., & Lieberman, A. (2012). Teacher education around the world.
What can we learn from international practice? In L. Darling-Hammond, & A. Lieberman (Eds.), Teacher education around the world: Changing policies and practices (pp. 151-169).
New York: Routledge. 18 pages. **
Hammerness, K. (2013). Examining features of teacher education in Norway.
Research, (4), 400-419. 19 pages.
Scandinavian Journal of Educational 57
Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L.
Darling-Hammond & J. Bradsford (Eds.), Preparing teachers for a changing world: What (pp. 358-390). San Fransisco: Jossey-Bass. 32 teachers should learn and be able to do
pages.
OECD. (2014). Education at a glance 2014 (pp. 496-505 and 516-526). Retrieved from 25 pages
http://www.oecd.org/edu/eag.htm/
Danbolt, A. M. V., & Kulbrandstad, L. I. (2012). Teacher reflections under changing
conditions for literacy learning in multicultural schools in Oslo. In A. Pitkänen-Huhta & L.
Holm (Eds.), Literacy practices in transition: Perspectives from the Nordic countries (pp.
209-227) Bristol: Multilingual matters. 19 pages..
Fentiman, A., Wyse, D., & Vikiru L. I. (2010). The teaching of English in Sub-Saharan Africa. In D. Wyse, R. Andrews & J. Hoffman (Eds.), The Routledge international handbook
(pp. 461-471). New York: Routledge. 11 pages. * of English, language and literacy teaching
Graves, K. (2009). The curriculum of second language teacher education. In A. Burns &
J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp.
115-125) Cambridge: Cambridge University Press. 11 pages..
Jenkins, J. (2012). English as a Lingua Franca from the classroom to the classroom. ELT Journal, 66(4), 486-494. 9 pages.
McCormick, K. (1994). The culture of reading and the teaching of English. Manchester:
Manchester University Press. Pages 1-14, 91-96 and 196-202. 27 pages.
Simensen, A. M. (2010). English in Scandinavia: A success story. In D. Wyse, R. Andrews
& J. Hoffman (Eds.), The Routledge international handbook of English, language and literacy
(pp. 472-483). New York: Routledge. 12 pages. **
teaching Either:
Ongstad, S. (2004). Språk, kommunikasjon og didaktikk. Norsk som flerfaglig og Bergen: Fagbokforlaget. Kapittel 2 og 4.
fagdidaktisk ressurs.
Or:
Jones, S., & Enriquez, G. (2009). Engaging the intellectual and the moral in critical literacy education: The four-year journeys of two teachers from teacher education to classroom practice. Reading Research Quarterly 44, (2), 145-168. 14 pages.
Rogers, T., Marshall, E., & Tyson, C. (2006). Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings. Reading Research Quarterly,
(2), 202-224.
41 Either:
Arfwedsson, G. B. (2006). Literaturdidaktik från gymnasium till förskola: En analys av litteraturundervisningens hur-fråga med utgångspunkt från svenska didaktiska
. Stockholm: Vetenskapsrådet (s. 18-53, undersökningar i ett internationellt perspektiv
117-150). 68 sider.
Or:
Svensson, A. (2015). Literatureteachingand learning: An overview. In E. Lindgren & J.
Enever (Eds.), Språkdidaktik: Researching LanguageTeachingand Learning (pp. 31-42).
Umeå: Umeå University. 12 pages. Retrieved from
http://umu.diva-portal.org/smash/get/diva2:841837/FULLTEXT01.pdf
Witte, T. C. H., &. Jansen E. P. W. A. (2015). In search of the excellent literature teacher:
An inductive approach to constructing professional teaching standards. Teachers and , (5), 565-583. 18 pages.
Teaching: Theory and Practice 21
Agee, J. (2000). What is effective literature instruction? A study of experienced high school English teachers in differing grade- and ability-level classes. Journal of Literacy
, (3), 303-348. 45 pages.
Research 32 Either:
Dyndahl, P., & Ellefsen, L. W. (2011). Kulturteoretiske perspektiver på musikkdidaktisk forskning. I P. Dyndahl, T. O. Engen & L. I. Kulbrandstad (Red.), Lærerutdanningsfag,
(s. 185-221). Vallset:
forskning og forskerutdanning: Bidrag til kunnskapsområder i endring Oplandske Bokforlag. 36 sider. *
Or:
Dyndahl, P., & Ellefsen, L. W. (2009). Music didactics as a multifaceted field of cultural didactic studies. In F. V. Nielsen, S-E. Holgersen & S. G. Nielsen (Eds.), Nordisk
. Oslo: Norges musikkhøgskole. (pp. 9-32) 23 pages.
musikkpedagogisk forskning. Årbok 11 Either:
Sjöholm, K., Hansén S. E., & Sjöberg, J. (2006). Didaktik i lärarutbildningar. I S. Ongstad (Red.), Fag og fagdidaktikk i lærerutdanning: Kunnskap i grenseland (s. 258-288) Oslo:. Universitetsforlaget. 30 sider.
Or:
Sahlberg, P. (2012). The most wanted. Teachers and teacher education in Finland. In L.
Darling-Hammond & A. Lieberman (Eds.), Teacher education around the world (pp. 1-21).
New York: Routledge. 22 pages.
Either:
Klafki, W. (1959/1996). Kategorial dannelse: Bidrag til en dannelsesteoretisk fortolkning av moderne didaktikk I E. L. Dale (Red.), . Skolens undervisning og barnets utvikling:
(s. 167-205). Oslo: Ad Notam Gyldendal. 38 sider.
Klassiske tekster Or:
Klafki, W. (2000). Didaktik analysis as the core of preparation of instruction. In I.
Westbury, S. T. Hopmann & K. Riquarts (Eds.), Teaching as a reflective practice: The (pp. 139-161). Mahwah, NJ: Lawrence Erlbaum Associates. 22 German Didaktik tradition
pages.
Willbergh, I. (2015). The problems of ‘competence’ and alternatives from the
Scandinavian perspective of Bildung. Journal of Curriculum Studies 47, (3), 334-354. 21 pages.
Either:
Kvalbein, I. A. (2006). Didaktikk og profesjonsorientering i allmennlærerutdanning. I S.
Ongstad (Red.), Fag og fagdidaktikk i lærerutdanning. Kunnskap i grenseland (s. 274-288). Oslo: Universitetsforlaget. 14 sider. **
Or:
Hargreaves, D. H. (1994). The new professionalism: The synthesis of professional and
institutional development. Teaching and Teacher Education 10, (4), 423-438. 15 pages.
Either:
Ongstad, S. (2006). Fag i endring. Om didaktisering av kunnskap. I S. Ongstad (Red.), (s. 19-57) Oslo:
Fag og fagdidaktikk i lærerutdanning. Kunnskap i grenseland . Universitetsforlaget. 38 sider
Or:
Ongstad, S. (2006). Teacher educators’ positioning ‘fag’ and ‘didaktik’. Disciplinarity as
‘croco-phant’. In J. Sjöberg & S-E. Hansén (Eds.), Framtidens lärare: Om lärarutbildningens . Vasa: Pedagogiska
samhälleliga, didaktiska och kompetensmässiga villkor i Norden fakulteten, Åbo akademi.
Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of New York: McMillan. 264 pages.
educational practice.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to . London: Routledge. 374 pages.
achievement
Kvernbekk, T. (2011). The concept of evidence in evidence-based practice. Educational , (5), 515-532. 18 pages.
Theory 61
Topphol, A. K. (2011). Kan vi stole på statistikkbruken i utdanningsforskinga? Norsk , (6), 460-471. 12 pages.
Pedagogisk Tidsskrift 95
Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of , (2), 215-228. 14 pages. *
Education Policy 18
Nerland, M., & Karseth, B. (2013). The knowledge work of professional associations:
Approaches to standardisation and forms of legitimisation. Journal of Education and (1), 1-23. 23 pages.
Work, 28
Mausethagen, S., & Mølstad, C. E. (2015). Shifts in curriculum control: Contesting ideas of teacher autonomy. Nordic Journal of Studies in Educational Policy 1, (2), 30-41. 12 pages.
**
Mausethagen, S., & Granlund, L. (2012). Contested discourses of teacher
professionalism. Current tensions between education policy and teachers’ unions.
, (6), 815-833. 19 pages.
Journal of Education Policy 27
