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Little is known about the role of teachers in fostering wellbeing in the everyday context of school life. This paper explores the phenomenon among a sample of Norwegian teachers. Focus groups with ...

Motivating students to endure teacher education and enter teaching is a pressing challenge in many countries. We address this challenge by exploring the concept of situational interest (SI) in teacher education and students’ interest in teaching. Survey data was collected from Norwegian student teachers (N = 347) using a cross-sectional design and analysed using factor analyses and structural equation modelling. The findings indicated that SI in on-campus lectures explained variation in students’ interest in subject matter, pedagogy, didactics, and research, whereas SI in practicum related to interest in subject matter. The findings also revealed higher levels of SI in practicum compared to on-campus lectures. We discuss the results and their implications in relation to interest development in teacher education.

Today’s students live in a society, recognised from global perspectives, which is mobile and manifold. When they finish their studies, they will be working in a society filled with rapid changes and development, maybe in a job that do not yet exist. Faced with such a scenario, do primary and lower secondary schools emphasise the right competences? The purpose of this article is to explore how schools may develop an entrepreneurial didactics. We look at how two schools develop pedagogical entrepreneurship as a basic foundation for the school’s activities, which emphasise students’ entrepreneurial learning. The two schools invest in the active, critical and creative students who take responsibility together with others. They want the students to be resources of their local environment, and to have the opportunity to develop competences that are viable in the future. Students’ co-determination, relevance and trust are identified as key elements in their development of teaching for entrepreneurial learning.

This paper explores why teachers adopt physically active learning (PAL). Data were collected through ‘go-alongs’ supplemented by individual interviews with 13 teachers in seven Norwegian lower secondary schools. Data were then analysed thematically. Results indicated that as well as to enhance their teaching and pupils' learning, teachers adopt PAL to adhere to school policy (The Conforming Teacher), to be an innovative educator (The Innovating Teacher), and, because it matches past positive personal experiences (The Connecting Teacher). The findings can be used to shape PAL teacher training programs to increase the likelihood of adoption.

I artikkelen ser vi på hvordan et fagmiljø kan videreutvikle kompetanse til å veilede gjennom erfaringsdeling og refleksjon rundt egen veilederrolle. Utvikling av veiledningskompetanse kobler vi til deltakelse i et læringsfellesskap og faktisk veiledning, knyttet til et veilederforum. Gjennom en innovativ bruk av narrativer som metodisk tilnærming eksemplifiserer vi ulike perspektiver ved veiledningsarbeid og utvikling av veiledningskompetanse i høyere utdanning.

Pedagogical entrepreneurship is a teaching and learning approach that emphasizes means and possibilities within school subjects, in opposition to reproductive, transmissible, and goal-oriented approaches. Political and education research voices strongly argue for implementation of pedagogical entrepreneurship in all school subjects, due to its lifelong learning perspective. This implies that students of today and tomorrow must be trained in the didactic of possibilities, how to explore and investigate, and how to create value for themselves and others. This calls for an epistemological transformation of subject-specific content knowledge that allows interpretation in many ways and development of a growth mindset. Pedagogical entrepreneurship is recognized by being innovative and explorative, whether it is about economic growth, values, scientific approach, or making a difference. A narrow definition of entrepreneurship (or enterprise education) includes emphasis on establishing and running a business of some kind. Pedagogical entrepreneurship calls for a broader definition of the entrepreneurship area, since it frames priority of practical, problem-based, research-based, and lifelike activities for the students, cooperation with local businesses, organizations, and life outside school. Pedagogical entrepreneurship allows the students to gain understanding of the complex nature of real-life issues, influence teaching practices, and experience strong relevance of the learning goals, which is likely to increase students’ inner motivation and their experience of holistic learning of content knowledge. Therefore, pedagogical entrepreneurship can appear as a leader philosophy, a way to organize teaching, and specific student activities. Implementation of new approaches to teaching and learning is always associated with issues and teacher concerns and requires continuing teacher profession development, for instance through attention in teacher education programs and students’ experience with pedagogical entrepreneurship during their teacher education. A way to meet this scenario is to vitalize the broad definition of pedagogical entrepreneurship in teacher education programs in such a way that the teacher education students may operate as change agents when they start to teach after they have graduated. The development, mapping, and introduction of entrepreneurial teaching resources in teacher education will establish the foundation for a didactic of possibilities—an entrepreneurial didactic that may influence students’ motivation and in-depth learning of school subjects.

International audience; Research in mathematical literacy has different emphases; whether the teaching and learning of mathematical literacy or the synthesis of results from worldwide studies that emphasises mathematical literacy (e.g. the PISA 2003 studies) to focus on the curricular implications. However, a comprehensive review of the current empirical research on the area is missing. The poster presentation focuses on what research brings attention to in empirical studies where mathematical literacy is highlighted. These are both quantitative and qualitative based projects, and include for instance articles with data collection where mathematical literacy is emphasised in the development of tools for the data collection or in what is being measured, and articles focusing more on teachers' implementation of mathematical literacy in teaching and learning. The poster also focuses on what research finds to be implications for teaching and future research on mathematical literacy. The poster is based on our work on a review article, submitted to an international journal, that aims to address the research on mathematical literacy in primary and lower secondary school, by bringing together, comparing and synthesizing the diverse body of current research, emphasise implications for research on the area, and point to necessary areas for research to come. Through the poster we aim to inform about our review on research on mathematical literacy in school. The poster is used to present a systematic review of recent empirical studies through comparing, analysing, and discussing the body of articles in relation to the following key questions: 1. What methodologies have been used to examine emphasis on mathematical literacy in primary and lower secondary school? 2. How is mathematical literacy conceptualised? 3. What is the focus of attention in research on mathematical literacy? 4. What are the implications for primary and lower secondary school teaching, and recommendations for future research on mathematical literacy? We have applied methods well-known for review articles that aim to identify a state of the art within a field of research on school related issues, and to make suggestions for further research within the area at hand (e.g., Beltman, Mansfield & Price, 2011). This counts for the identification of parameters for the review, search in data bases based on the identified parameters, and selection of publications to form the basis of the review and analysis. The body of articles for the review consists of 28 articles that fulfil the selection criterions used. The studies were conducted worldwide, but with a clear majority of European and Asian contributions.

Grunnleggende ferdigheter er vektlagt spesifikt i de seneste retningslinjene for grunnskolelaererutdanningen. Denne vektleggingen har utfordret laererutdanningene nar det gjelder forstaelse av hva de grunnleggende ferdigheter er, hvordan de skal handteres i fagene i utdanningene og hvem som skal ta ansvaret for at de blir ivaretatt. I denne artikkelen blir det fokusert pa disse sporsmalene gjennom a undersoke hva som kjennetegner faglaerere i grunnskolelaererutdanningenes beskrivelser og handtering av grunnleggende ferdigheter. Resultatene viser at det er onske fra faglaererne om tydelig ledelse og samarbeid mellom fagene. Basert pa dette arbeidet ble det utformet en plan for organisering av en helhetlig implementering av de grunnleggende ferdigheter i grunnskolelaererutdanningene ved Hogskulen i Sogn og Fjordane. Den er iverksatt fra studiearet 2012/13. Summary Key competencies are emphasized specifically in the latest guidelines for elementary school teacher education in Norway. This emphasis has challenged the teacher education programs in terms of understanding of what the key competencies are, how they should be handled in the subjects in the education programs, and who should take responsibility for ensuring that they are attended to. In this article the focus is on these questions by examining what characterizes the descriptions and management of key competencies given by teachers in teacher education. The results show that there is a request for clear leadership and collaboration between disciplines. Based on this work, a plan for organization of a comprehensive implementation of the key competencies in the teacher education programs at the University College in Sogn og Fjordane was designed. It has been implemented from the academic year 2012/13. (Published: 26 April 2013) Citation: Uniped 2013, 36 : 20963 - http://dx.doi.org/10.3402/uniped.v36i1.20963

The implementation of pedagogical entrepreneurship in schools from the perspective of lifelong learning is of significant concern at policy levels, and research is an important source of information on this process. This review article focuses on the challenges revealed by research, examines the implementation of pedagogical entrepreneurship in teaching and learning, and considers the reasons for these challenges. Two main challenges are identified and discussed: the ambiguity of the pedagogical entrepreneurship concept and the tension between policy and practice. An increased emphasis on teacher learning processes and on the role of school leaders at the compulsory school level is suggested, and implications for teacher education programmes and further research on implementation of pedagogical entrepreneurship are proposed. Keywords: pedagogical entrepreneurship, literature review, implementation, compulsory school, teacher education (Published: 9 June 2016) Citation: Education Inquiry (EDUI) 2016, 7, 29912, http://dx.doi.org/10.3402/edui.v7.29912