Research methodology and teaching methodology
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Johnsen-Høines, Marit; Alrø, Helle

doi:10.4324/9781003088233-16

Cited by 2 publications

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“…modelling with an environmental focus (Gürbüz & Çalik, 2021;Johnsen-Høines, 2020;Jung et al, 2021;Solares-Rojas et al, 2022).…”

Section: Action and Modellingmentioning

confidence: 99%

Sustainability and mathematical modelling in 5th grade

Steffensen¹

2023

prometeica

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This research investigates how pre-service teachers aim to bring awareness of environmental sustainability while learning mathematical modelling to their 5th-grade students. Theoretical perspectives from socio-critical modelling research can involve engaging students in societal issues, including focusing on action. Thematic coding of a mandatory task by a group of pre-service teachers, where they design, implement, and reflect on a modelling activity during practicum, is used to analyse how they combine environmental and mathematical aims. The findings show that the pre-service teachers emphasise the authenticity of tasks and data, engage students in actions in littering, reflect on students’ critique of assumptions, and focus on the meaning-making of environmental numbers using students’ everyday language. Implications to teacher education suggest that teachers can combine focusing on environmental sustainability through mathematics education. Further, teacher education can support pre-service teachers and students in actions through socio-critical modelling activities.

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“…modelling with an environmental focus (Gürbüz & Çalik, 2021;Johnsen-Høines, 2020;Jung et al, 2021;Solares-Rojas et al, 2022).…”

Section: Action and Modellingmentioning

confidence: 99%

Sustainability and mathematical modelling in 5th grade

Steffensen¹

2023

prometeica

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“…University-based mentors, and not least school-based mentors, are among the most influential stakeholders in preservice teachers' everyday practicum context (Edelman, 2021). A central aim of practicum conversations is to facilitate preservice teachers' critical reflection on their teaching practices (Johnsen-Høines, 2011;UHR, 2018b). Still, research studies indicate how preservice teachers act as apprentices with limited spaces to make independent reflections (Aglen, 2021), often replicating practices without opportunities for development, growth, and change (Powell & Parker, 2017).…”

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confidence: 99%

Navigating between traditional and innovative music teaching: Analyzing practicum conversations through practice architecture theory

Bjørnevoll

2024

nrme

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There is limited research on the practicum component of music teacher education in Scandinavia. I address this gap by investigating practicum conversations preservice music teachers (PMTs) engage in during their practice-based placements in Norwegian primary and lower secondary schools. Through an analytical lens based on practice architecture theory, I illuminate how differing discourses, expectations, and relationship patterns among PMTs and teacher educators (functioning as mentors) influence the selection of certain music activities. The main findings indicate how differing discourses and expectations led to continuous negotiations about which repertoire and content to choose. At the same time, musical interaction and engagement in spaces of “shared” knowledge between PMTs and mentors served as alternative ways to select activities in practicum conversations. Based on the findings, I emphasize the importance of providing more spaces for PMTs’ voices and resources to renew and change the content and repertoire of the music subject in schools.

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Research methodology and teaching methodology 1

Cited by 2 publications

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Sustainability and mathematical modelling in 5th grade

Sustainability and mathematical modelling in 5th grade

Navigating between traditional and innovative music teaching: Analyzing practicum conversations through practice architecture theory

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