http://hdl.handle.net/2282/251 Search the Channel search http://teora.hit.no:8443/dspace/simple-search http://hdl.handle.net/2282/205 Title: "Kunnskapens tre har røtter..." : praksisfortellinger fra barnehagen : en FOU-rapport <br/> <br/>Authors: Thorbergsen, Eli; Lindquist, Hein; Strømmen, Kari; Hansson, Eidbjørg Sandnes <br/> <br/>Abstract: ”Kunnskapens tre har røtter” en basert på et FOU- arbeid gjennomført av fire faglig tilsatte ved Høgskolen i Telemark. I rapporten drøftes sammenhengen mellom teorifeltet og praksisfeltet innen førskolelærerutdanningen og læringsaspektet i bruk av en praksisnær kvalitativ tilnærming i forsknings- og utviklingsarbeid. Praksisfortellingsbegrepet blir i rapporten definert og beskrevet som fortellinger fra praksisfeltet, og som stiller særlige krav til fortellerens forskningsetiske holdning ved innsamling og transformering av praksisopplevelsen fra virkelig hendelse til fortelling om praksisfeltet. Det presenteres faglige analyser av åtte praksisfortellinger i rapporten. Ulikheter i fortellingene og forskjellig fokus i analysene vil gi et innblikk i barnehagens faglige mangfold. Rapporten konkluderer med at faglærere i profesjonsutdanningen kan styrke egen faglig kompetanse gjennom bruk av praksisfortellinger, og at praksisfortellinger kan fungere som grunnlag for faglige analyser med relevans for førskolelærerutdanningen. Tue, 29 Oct 2002 22:58:59 GMT http://hdl.handle.net/2282/201 Title: Kulturforståelse hos lærere i Telemark anno 2000 <br/> <br/>Authors: Halvorsen, Else Marie <br/> <br/>Abstract: This research is concerned with teacher’s understanding of culture, both through the experience they reveal from childhood and youth and as teachers at school, in addition to the concepts and reflections they express. The research was carried on in the region of Telemark near up to the millenium anno 2000, by a rather representative sample of 300 teachers, who was invited to respond to a complex questionnaire, constructed as a result of an earlier interviewguide used in ten years before. The results indicate that the teachers’ concept of culture seems to be the same throughout the different contexts, either it is related to experiences in early life, to their teaching in school or is formulated on a more sophisticated level as concepts, arguments and perspectives. This concept of culture is primarily related to everyday-life and is more descriptive than normative. It refers to common experiences in the local community and to common subjects at school. The report revelas very few examples of art and fine culture. The introduction of the concept cultural inheritance opens up for a more normative and sophisticated concept than the concept of culture, and an underlining of the personal effects of an integrated cultural inheritance as regards developing roots, belongingness and social relations. Finally topics of variations are treated, partly by comparing the views of teachers in urban and rural districts, male and females and teachers of different age. Fri, 29 Oct 1999 22:58:59 GMT http://hdl.handle.net/2282/192 Title: Estetisk erfaring : en fenomenologisk tilnærming i Roman Ingardens perspektiv <br/> <br/>Authors: Halvorsen, Else Marie <br/> <br/>Abstract: I denne artikkelen utdypes en fenomenologisk forståelse av kunst og det estetiske, med vekt på Roman Ingardens teorier. Tue, 29 Oct 2002 22:58:59 GMT http://hdl.handle.net/2282/191 Title: Teachers' understanding of culture and transference of culture : two investigations in the Norwegian region, Telemark, with special reference to cultural heritage <br/> <br/>Authors: Halvorsen, Else Marie <br/> <br/>Abstract: The two investigations concerning teachers’ understanding of culture deal with teachers’ concepts of culture and their experiences of transferring culture. The results indicate that there seems to exist a relationship between the teachers’ understanding of culture and their practice in school. The investigations have been carried out during a space of 10 years, in a region of Norway called Telemark. The first one started in 1990 and included a purposeful sample of 34 teachers related to aesthetic subjects. Each of them was interviewed for two hours during their school time. The interview guide from this investigation as well as its results represent the basis of the next investigation ten years later. But the project anno 2000 is related to a more representative sample of 300 teachers chosen by chance, engaged in all school subjects. This time the teacher group got a questionnaire of 7 pages, constructed around the same questions as the interview, but formulated more specifically. Unfortunately only 60% of them returned their responses. As both sample and methods are different in the two contexts, it is two different projects concerning the same problems over time, that will be discussed. In spite of these differences, the results have something in common. Primarily the terms culture and cultural heritage seem to be concentrated to humanistic areas and not to all school subjects.. Secondly each teacher group seems to have the same concept of culture both in relation to life world experiences, experiences of school teaching and as general concepts. Thirdly the results confirm a lack of correspondence between the content of the curriculum and the teachers’ views and practice, especially in the last investigation. The most explicit difference is between a normative concept of culture hold by teachers in the first investigation and a more descriptive one in the last one. Tue, 29 Oct 2002 22:58:59 GMT