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På vei til å bli skrivelærer: Lærerstudenten i dialog med teori og praksis

Author: Carl Fredrik Dons; Elin Strømman; Torunn Klemp
Publisher: [Erscheinungsort nicht ermittelbar] Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publication) 2016
Edition/Format:   eBook : DocumentView all editions and formats
Summary:
This book focuses on how student teachers for primary and lower secondary school develop competence as teachers of writing. Analyses are based on written, digital dialogues between student teachers, mentors and lecturers during field practice. The dialogues can be characterized as discussions, and are results of SKRIVUT, an intervention study. Using writing as a mediating tool, the goal of SKRIVUT was to facilitate  Read more...
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Details

Material Type: Document, Internet resource
Document Type: Book, Computer File, Internet Resource
All Authors / Contributors: Carl Fredrik Dons; Elin Strømman; Torunn Klemp
ISBN: 9788202525163 8202525160
OCLC Number: 1004185839
Language Note: Norwegian
Description: 1 Online-Ressource (1 electronic resource (256 Seiten))

Abstract:

This book focuses on how student teachers for primary and lower secondary school develop competence as teachers of writing. Analyses are based on written, digital dialogues between student teachers, mentors and lecturers during field practice. The dialogues can be characterized as discussions, and are results of SKRIVUT, an intervention study. Using writing as a mediating tool, the goal of SKRIVUT was to facilitate and strengthen the interplay between the two arenas of learning in teacher education. The analyses of how the student teachers put their experiences in field practice and their acquisition of theories into words, show that the student teachers develop their competence in a coherent situation. There are multiple examples of bridging between the discourses at campus and in the practice field. The student teachers pick up concepts, models and ideas both from the practice field and from their theoretical studies. This book shows that there are some differences between the student teachers for primary school and the student teachers for lower secondary school with regard to focus when teaching writing. Even when the choice of writing tasks, the mediating tools and the way of focusing on different aspects of writing (content, form and objective) differ, the student teachers develop their roles as teachers through writing based on a shared approach rooted in educational psychology and motivation theories. The book ends with three narratives derived from this project describing some of the prominent qualities of tomorrow's writing teachers

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