Pedagogy and interdisciplinarity: Research on the reformed kindergarten teacher education (KTE) in Norway

Abstract

In this paper, the objective is to explore the area of pedagogy in the reform of kindergarten teacher education (KTE), which was implemented in 2013 in Norway. The data material is based on semi-structured interviews with 41 educators from six focus groups, and is analysed with a hermeneutical approach. The main findings is presented in three themes; i) complexity of leadership, ii) professional competition and iii) fragmentation of a subject. The principal conclusion highlights that pedagogy, as a subject, is weakened, unclear and less defined within interdisciplinary education. Implication for leadership in Higher Education Educations (HEI) indicates in general the need for a clarification of the content of the term "pedagogy" and particularly its role in the reformed KTE in Norway.

The Most Suitable Way of Teaching

“…The ultimate aim of teaching is nowadays the interdisciplinarity between the various scientific subjects (Jernes, Knaben, Tungland, & Alvestad, 2020;Zuo & Zhao, 2018;Komis, 2006Komis, , 2004). As mentioned above, in order to be able to offer knowledge in the most appropriate way, teachers should rely upon an appropriate theoretical framework, a common theoretical body, that is to say, some basic principles, on which they would be able to choose how to act in classroom.…”

Kunnskapsområdene i barnehagelærerutdanningen – en umulig modell? Utfordringer ved faglig integrasjon og profesjonsretting

“…Andre studier har underbyggetBjerkestrand et als kritiske kommentarer til modellen.Høydalsvik (2017, s. 81) fant at faglaererne innad i kunnskapsområder tenderte til å «take your classes and run». Den tidligere modellen ble reprodusert innen den nye strukturen Jernes et al (2020). beskriver også faglaerere som kjemper om plassen til sitt fag.…”