Research topic/aim The present research is from a longitudinal project (2023-2027) examining the experiences of Newly Qualified Science Teachers (NQST) participating in a nationwide induction initiative. The need for mentoring and induction is highlighted in international research including research emphasizing needs for NQST, e.g. related to managing teaching laboratories and inquiry-based learning processes (Luft et al., 2015). McIntyre and Jones (2014) state unique potentials in mentoring processes where external mentors and NQST meet in a third space outside the school - an approach which is further examined in our study focusing on the NQST’s development of professional identity as a key to understand processes in the first years of practice (Rushton & Reiss, 2021). Theoretical framework The theoretical approach to professional identity is a dialogic conceptualisation conceiving teacher identity as both unitary and multiple, both continuous and discontinuous, and both individual and social (Akkerman & Meijer, 2011). Hence, we are interested in the social processes that form professional identity (Haslam, 2017), but in an integrated approach examining also the individual facets of the NQST’s evolving professional identity. Methodology/research design The research design is a sequential mixed method design with two main phases. In the developmental phase (2023-2024) we have examined the experiences of NQST including the challenges they highlight, and subsequently iteratively developed and tried out induction activities including dialogic meetings in a third space. Data includes interviews with the NQST. In the experimental phase (2024-2027) three cohorts of NQST are followed over time with data from repeated surveys and interviews. Expected results/findings Findings from the developmental phase with challenges as perceived by the NQST are thematized under the three headlines of: 1) Structure and framing: Generic challenges with classroom management and specific challenges form the science laboratories, 2) Professional identity: Tensions when the ideal of inquiry based science teaching meets the reality of the everyday pressure as a novice teacher, and 3) Science culture at the schools: Tensions due to different values and understanding of science teaching at their schools. The NQST highlight positively the mentoring in the third space, the confidential room away from the school and the dialogue with other NQST. Relevance to Nordic educational research The research-focus on NQST contributes with new perspectives to the strong network in the Nordic countries discussing mentoring and induction. References Akkerman, S. F. & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308-319. Luft, J. A., Dubois, S. L., Nixon, R. S., & Campbell, B. K. (2015). Supporting newly hired teachers of science: attaining teacher professional standards. Studies in science education, 51(1), 1-48. McIntyre, J. & Hobson, A.J., (2015). Supporting beginning teacher identity development: external mentors and the third space. Research Papers in Education, 31 (2), 133-158. Rushton, E. A., & Reiss, M. J. (2021). Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature. Studies in science education, 57(2), 141-203.
Utredningsinstruksen er et helt sentralt virkemiddel mange av oss som jobber i statsforvaltningen, forholder oss til. Ganske mange elsker utredningsinstruksen. Noen synes den er vanskelig og/eller omstendelig å følge.
Kapitlet giver en status på brug af KAB i Danmark, Finland, Island, Norge og Sverige
Hvordan kan elever læse litteratur på mere meningsfulde og handlerettede måder? Dét spørgsmål har dansklærere og PLC-medarbejdere sammen med folkebibliotekarer været optaget af i Tranbjerg ved Aarhus i projektet LÆS, MÆRK, GØR! Det korte svar på spørgsmålet er medbestemmelse, ejerskab og verdensvendthed, hvilket uddybes i artiklen ud fra 8.z.s erfaringer fra Tranbjergskolen.
Generative artificial intelligence (AI), just in a few short years, managed to disrupt existing creation, production, and consumption processes in visually-based creative industries. This article is a continuous study that investigates how generative AI affects and reshapes individual creative processes, approach to production execution, legal and ethical understanding, and general attitude towards the technology by analysing ongoing evaluations, criticism and reactions from various creative industries’ segments and government institutions.
