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Denne artikkelen undersøker ukeplanen slik den brukes og forstås i kommunikasjonen mellom skole og hjem i barneskolen i Norge. Vi ser ukeplanen som en type funksjonell sakprosa som er svært utbredt, og analyserer hvordan sjangeren ukeplan er utformet, hvilke funksjoner den fyller, og hvordan den posisjonerer barn og foresatte i forhold til skolens vurderingsarbeid. Analysen omfatter 34 ukeplaner samlet inn fra 12 skoler med spredning i geografi og klassetrinn. Ukeplanene er utpreget multimodale tekster, og utformingen analyseres i form av meningsklynger som danner mønstre av obligatoriske og valgfrie elementer. Basert på kritisk diskursanalyse undersøkes ukeplanen som en sjanger som gjør elever og foresatte til medansvarlige i skolens læringsarbeid. Analysen viser to delvis konkurrerende diskurser, en som handler om skolens kunnskapssyn og en sosial diskurs som handler om fellesskap og tilhørighet. På bakgrunn av en drøfting av forholdet mellom disse to slik de fremkommer i ukeplanene, diskuterer vi hvilke ideologiske føringer som ligger til grunn, og her viser vi først og fremst til New Public Management som styringsideologi. In this article we examine the weekly schedule as an important part of the communication practice between school and home arena in Norwegian primary school. We consider the weekly schedule a widespread type of functional nonfictional text, and analyse how this genre is formed, what functions it fills, and how it positions children and parents when it comes to assessment in school. The analysis consists of a total of 34 weekly schedules collected from 12 schools that are dispersed in geography and grades. These weekly schedules are distinctly multimodal texts, and the design is analysed on basis of clusters of meaning that forms patterns of obligatory and optional items. Based on critical discourse analysis the weekly schedule is examined as a genre that makes pupils and parents jointly responsible for learning outcomes and learning strategies in school. The analysis shows that the weekly schedules reflect two partly competing discourses; a discourse about the school´s understanding of knowledge, and a social discourse about fellowship and belonging. On basis of how these two discourses appear in the weekly schedules, we discuss the ideological context that influence the genre, above all New Public Management as management ideology.

This article shows how blogging was used in a course in Norwegian in preschool teacher education, and investigates how professional identity was expressed in the blogs. We investigate the students' use of the affordances of the blog medium, and connect their expressions to the five competencies of preschool teachers expressed in the Norwegian framework plan for this education (subject, didactic, social, developmental and ethical competence). Connections between professional identity, subject content and uses of ICT are thus drawn up.

The transitions between the statuses of pupil, student teacher and professional teacher remain some of the most fundamental challenges for student teachers. Teacher education programs emphasize that students should become equipped with competences to cope with change and adhere to career-long learning. In this study, we make use of inquiry-based learning (IBL) and qualitative data collected from student teachers at three different departments at a university in Norway to investigate how student teachers reflect on these transitions. The findings suggest the need to assist the students in engaging in a dialogue between theory and practice in relation to these transitions, and that IBL cannot be developed hermetically at the university without a close dialogue with the practice field.

This article explores specific aspects of literacy practices in teacher education in Norway, building upon data collected within the research project Digital literacy and use of learning resources in teacher education in Norway (DigiGLU). Our main aim is to explore how teachers in different subject courses in teacher education (TE) design mandatory assignments, and how students respond to these designs. After the extensive TE-reform in 2010, in revised plans and documents guiding professional training, mandatory assignments (both form and content) were considered more important for the students' learning process. In our investigation, the concepts of design for learning and design in learning, as described by Selander and Kress (2010), are considered fruitful as theoretical perspectives. The analysis focuses on oral presentations and traditional academic texts in four different TE-subjects. Our main finding, across subjects, is that there seem to be mismatches between the intentions behind the designs on the part of the assignment designers and the actual interpretation: hence the redesigned result by the receiver of the design. The article concludes with some reflections on why these mismatches occur, and what the implications might be for the students' academic development and the possible transfer of certain literacy practices to their occupational lives.