Cristin-prosjekt-ID: 2063732
Sist endret: 10. november 2020 07:50

Cristin-prosjekt-ID: 2063732
Sist endret: 10. november 2020 07:50
Prosjekt

Bridging the gaps in teacher education and schools through interdisciplinary work (BRIDGES)

prosjektleder

Heidi Biseth
ved Institutt for kultur, religion og samfunnsfag ved Universitetet i Sørøst-Norge

prosjekteier / koordinerende forskningsansvarlig enhet

  • Universitetet i Sørøst-Norge

Klassifisering

Vitenskapsdisipliner

Pedagogiske fag

Emneord

Demokratisk medborgerskap • Folkehelse • Masterutdanning for grunnskolelærere • Lærerutdanningsforskning • Forskningsbasert lærerutdanning • Utdanning for bærekraftig utvikling • Grunnskolelærerutdanning • Tverrfaglighet • Livsmestring

Kategorier

Prosjektkategori

  • Anvendt forskning
  • Pedagogisk utviklingsarbeid
  • Grunnforskning

Kontaktinformasjon

Tidsramme

Aktivt
Start: 1. august 2020 Slutt: 31. juli 2024

Beskrivelse Beskrivelse

Tittel

Bridging the gaps in teacher education and schools through interdisciplinary work (BRIDGES)

Populærvitenskapelig sammendrag

Interdisciplinary work is decisive to succeed with education rapidly developing and society bringing a future with uncertainties. Collaborating across different disciplines are needed to face the societal challenges we are up against.

To be successful, we need to bridge the gaps between academic disciplines and school subjects – within teacher education and in school. The overall aim of BRIDGES is to produce new research-based knowledge and practice for teacher education.

From August 2020 a new National Curriculum is implemented in Norway, changing the school with, among several things, three cross-cutting themes expected to address current and future societal challenges:

  • public health and life skills
  • democracy and citizenship
  • sustainable development

Through systematic work with quality in education and partnership, BRIDGES will test, evaluate, and document teaching about, for, and through these three themes in search for examples of best practices. The project will also produce and share learning material.

The results of this project will improve teacher education’s capability to adapt to the needs of schools. Additionally, it will strengthen teacher education and teacher educators as resources for schools, local society, and policymakers.

The schools have started bridging the gaps between and across school subjects in their preparations for implementing the new curriculum. This is, therefore, a favorable time for this project as we can test new ways of collaboration and bridging gaps in the education system.

BRIDGES is based on three well-established teacher education institutions working in different ways with developing, strengthening and systematizing interdisciplinary work within their teacher education programs. This provides unique opportunities for rich comparative research.

The project uses the website usn.no/bridges for dissemination in both Norwegian and English.

Vitenskapelig sammendrag

The aim of the project is to develop research-based interdisciplinary didactics in teacher education through applied research. In BRIDGES we aim at developing knowledge about and strengthening the bridges between 1) disciplines and subjects within teacher education, and 2) collaboration between teacher education (university level) and schools (compulsory education level) through joint work with interdisciplinary didactics regarding the new, national curricula to be implemented in 2020. The focus is on how to improve teacher education (GLU), with support of and collaboration with the end users: school owners/school management/teachers/pupils, aligning teacher education with the new national curricula to be implemented in Norwegian schools by August 2020 – and what is defined as current and future societal challenges.

BRIDGES involves the teacher education (TE) masters´ programs (GLU) at University of South-Eastern Norway (USN) campus Drammen, Norway Inland University of Applied Sciences (INN), and University of Tromsø, in collaboration with schools in regional municipalities. The lenses of the project are didactics developed in the three interdisciplinary and crosscutting themes in the new national curriculum for primary and secondary education, in order to address current and future societal challenges: promoting and strengthening Public Health and Life Skills, Democracy and Citizenship, and Sustainable Development.

The core engagements for BRIDGES are several gaps of knowledge development between teacher education and the practice field. These gaps are identified in the new national curriculum LK20. LK20 poses a historical challenge of collaboration across subjects and educational levels, which demands interdisciplinary efforts, collaboration across subjects and educational levels in order to empower schools to in developing new citizens enabled to address current and future societal needs. As these challenges are common to teacher education and schools, we turn to each other - not only for answers, but for more collaboration and research-based didactical knowledge development. LK20 serves to pinpoint several gaps of important didactical knowledge developments in TE. First, a problem of not teaching the relevant content in TE, and the possibility of not contributing to the schools’ challenges to teach for future needs. There is a general call for how schools can contribute to their local society across subjects and disciplines, which at the moment is addressed only to a limited degree in TE. The second gap is a lack of collaboration of practice-based/research-based teaching methods. There is a general call among preservice teachers for less abstract teaching and “more practice. The Norwegian Government envisions a TE having “both high-quality researchers and staff with up-to-date practical teaching experience”. The work with LK20 and the three crosscutting themes demand new ways of conceptualizing methods and learning across subjects and disciplines, and how to teach basic skills at school through an interdisciplinary approach. School leaders and teachers, who are already working on the three interdisciplinary themes, report on challenges regarding formulating learning outcomes and conducting interdisciplinary assessment. Third, there is also a well-documented lack of collaboration across educational levels. The relations between schools and universities are often characterized by universities providing research results, top-down expert knowledge, or obtaining data from schools meant for the researcher audiences.

Tittel

Brobygging over gapene i lærerutdanning og skoler gjennom tverrfaglig arbeid (BRIDGES)

Populærvitenskapelig sammendrag

Tverrfaglighet er avgjørende for en skole som er i rivende utvikling og i et samfunn med en usikker framtid. Det er behov for perspektiver fra ulike fagfelt for å møte de alvorlige samfunnsmessige utfordringene vi står overfor.

Skal vi lykkes, trenger vi å bygge broer mellom fagdisipliner og undervisningsfag – innen lærerutdanningen og i skolen. Derfor er BRIDGES-prosjektets overordnede mål å framskaffe ny, praksisforankret og forskningsbasert tverrfaglig kunnskap og praksis for lærerutdanningen.

Fra høsten 2020 er læreplanen «Fagfornyelsen» gjeldende og dette forandrer skolehverdagen, blant annet gjennom innføringen av tre samfunnsaktuelle tema som inngår som sentrale deler i flere fag:

  • folkehelse og livsmestring
  • demokrati og medborgerskap
  • bærekraftig utvikling

Gjennom systematisk arbeid med kvalitet i utdanning og partnerskap skal BRIDGES prøve ut, evaluere og dokumentere undervisning om, for og gjennom disse tre temaene. Fremragende eksempler på tverrfaglig arbeid innen utdanning vil stå tydelig fram. Prosjektet vil også produsere og dele læringsressurser.

Dette vil gjøre det lettere for lærerutdanningene å tilpasse seg behovene i praksisfeltet. Dessuten vil det styrke lærerutdanningen og lærerutdannere som ressurser for skoler, lokalsamfunnet og politikere.

Skolene er godt i gang med arbeidet med å bygge broer på tvers av og mellom fag. Dermed er dette et svært gunstig tidspunkt å starte dette forskningsprosjektet fordi vi kan få testet ut nye former for samarbeid og brobygging.

BRIDGES bygger på kompetansen til tre veletablerte lærerutdanningspartnere som arbeider på ulikt vis med utvikling, styrking og systematisering av tverrfaglig arbeid innen sine respektive lærerutdanninger. Dette gir eksepsjonelle muligheter for rik, sammenlignende forskning.

Prosjektet bruker nettstedet usn.no/bridges som kanal for norsk- og engelskspråklig formidling og kommunikasjon.

Vitenskapelig sammendrag

The aim of the project is to develop research-based interdisciplinary didactics in teacher education through applied research. In BRIDGES we aim at developing knowledge about and strengthening the bridges between 1) disciplines and subjects within teacher education, and 2) collaboration between teacher education (university level) and schools (compulsory education level) through joint work with interdisciplinary didactics regarding the new, national curricula to be implemented in 2020. The focus is on how to improve teacher education (GLU), with support of and collaboration with the end users: school owners/school management/teachers/pupils (short: schools), aligning teacher education with the new national curricula to be implemented in Norwegian schools by August 2020 – and what is defined as current and future societal challenges.

BRIDGES involves the teacher education (TE) masters´ programs (GLU) at University of South-Eastern Norway (USN) campus Drammen, Norway Inland University of Applied Sciences (INN), and University of Tromsø, in collaboration with schools in regional municipalities. The lenses of the project are didactics developed in the three interdisciplinary and crosscutting themes in the new national curriculum for primary and secondary education, in order to address current and future societal challenges: promoting and strengthening Public Health and Life Skills, Democracy and Citizenship, and Sustainable Development.

 The core engagements for BRIDGES are several gaps of knowledge development between teacher education and the practice field. These gaps are identified in the new national curriculum (in Norwegian entitled Fagfornyelsen). Fagfornyelsen poses a historical challenge of collaboration across subjects and educational levels, which demands interdisciplinary efforts, collaboration across subjects and educational levels in order to empower schools to in developing new citizens enabled to address current and future societal needs. As these challenges are common to teacher education and schools, we turn to each other - not only for answers, but for more collaboration and research-based didactical knowledge development. Fagfornyelsen serves to pinpoint several gaps of important didactical knowledge developments in TE. First, a problem of not teaching the relevant content in TE, and the possibility of not contributing to the schools’ challenges to teach for future needs. There is a general call for how schools can contribute to their local society across subjects and disciplines, which at the moment is addressed only to a limited degree in TE. The second gap is a lack of collaboration of practice-based/research-based teaching methods. There is a general call among preservice teachers for less abstract teaching and “more practice. The Norwegian Government envisions a TE having “both high-quality researchers and staff with up-to-date practical teaching experience”. The work with Fagfornyelsen and the three crosscutting themes demand new ways of conceptualizing methods and learning across subjects and disciplines, and how to teach basic skills at school through an interdisciplinary approach. School leaders and teachers, who are already working on the three interdisciplinary themes, report on challenges regarding formulating learning outcomes and conducting interdisciplinary assessment. Third, there is also a well-documented lack of collaboration across educational levels. The relations between schools and universities are often characterized by universities providing research results, top-down expert knowledge, or obtaining data from schools meant for the researcher audiences.

prosjektdeltakere

prosjektleder
Aktiv cristin-person

Heidi Biseth

  • Tilknyttet:
    Prosjektleder
    ved Institutt for kultur, religion og samfunnsfag ved Universitetet i Sørøst-Norge

Jill Tove Buseth

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for pedagogikk og samfunnsfag – Hamar ved Høgskolen i Innlandet

Knut Øystein Høvik

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for humanistiske fag ved Høgskolen i Innlandet

Anne Bergliot Øyehaug

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for matematikk, naturfag og kroppsøving ved Høgskolen i Innlandet

Silje C. Wangberg

  • Tilknyttet:
    Prosjektdeltaker
    ved Sykepleie Bsc og videreutd. i Narvik ved UiT Norges arktiske universitet
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