I denne studien undersøkes betydningen av den koronarelaterte nedstengningen av norsk arbeidsliv for opplevelsen av jobbfellesskap. Dette gjøres ved å undersøke 1) om det har vært noen endring i ...opplevd jobbfellesskap fra tiden like før nedstengningen 12. mars 2020 til slutten av juni 2021 og 2) betydningen av koronarelaterte endringer i arbeidssituasjonen. I analysene av endring over tid benyttes data fra spørreskjemaundersøkelsene Medbestemmelsesbarometeret 2020 (N=3575) og Pandemiundersøkelsen 2021 (N=3067). Endringene i arbeidssituasjonen studeres i pandemiutvalget, og vi ser mer konkret på betydningen av hjemmekontor, permitteringer, endringer i arbeidsoppgaver og arbeidstid. Resultatene viste ingen endring i opplevelsen av jobbfellesskap fra før pandemien til juni 2021. Utviklingen over tid var imidlertid forskjellig på Sør- og Vestlandet sammenliknet med i Oslo og omegn. Når det gjelder endringene i arbeidssituasjonen, fant vi ingen sammenheng for hjemmekontor eller permitteringer. Sammenhengen mellom endring i arbeidsoppgaver og opplevd jobbfellesskap kunne heller ikke påvises med sikkerhet. Analysen viste videre at både reduksjon og økning i arbeidstid var negativt korrelert med opplevelsen av jobbfellesskap. Funnene diskuteres opp imot ulike perspektiver på fellesskapsdannelse og organisatoriske endringer. Studien bidrar til å belyse hvordan opplevelsen av jobbfellesskap kan være på det samme nivået til tross for store endringer i sosiale og materielle strukturer.
Much research within risk has investigated risk perception and how risk behaviour is understood by the public. One goal of risk research is to understand how people perceive and interpret risk to ...facilitate safe behaviour. This is seen as important for many different reasons, one being because policy measures might be more effective when they address and understand individual differences in beliefs and perceptions of a target group (Steg, L., Sievers, I., 2000. Cultural theory and individual perceptions of environmental risks. Environment and Behavior 32 (2), 250–269). The main aim of this study was to investigate what is most important in regard to safety priorities. Three personality assets – anxiety, excitement-seeking and trust – were first examined. Further factors were driver optimism, worrying about transport risks, willingness to pay to increase safety, and negative attitudes toward traffic rules (as a driver). The results are based upon two questionnaire surveys carried out among a representative sample of the Norwegian public in 2004. The results showed that worry was the most important predictor of safety priorities. In addition, negative attitudes towards rules were also found to have an impact on priority. The proposed model explained 44% of the variance of safety priority. This knowledge gives additional information to improve the success of interventions because it will develop the ability to target those who consider safety to be of low priority and guide them to modify their attitudes. This may in turn increase their value of safety.
Western governments propose adult education and training (AET) as a prerequisite for all employees to solve current challenges related to globalization, climate change, automation and the ageing ...workforce. This study examines the trend in Norwegian employees’ intention to participate in AET from 2010 to 2022. Building on the comprehensive lifelong learning participation model (CLLPM), we conduct logistic regression analyses of 10 waves of a nationally representative cross-sectional survey ( N = 26,588). We find a declining trend in the intention to participate in AET. The results show that the trend cannot be explained by socio-demographic workforce changes, as it is present in all age categories and levels of education. Motivational factors such as job insecurity, employability, wage satisfaction and desire for more challenges only explain some of the decline. We discuss the findings considering the CLLPM and contribute to the current academic debate on lifelong learning in the employability regime.
This paper aims at examining risk perception, worry and demand for risk mitigation in transport and to compare judgements made by lay people, politicians and experts. The results are based on three ...questionnaire surveys carried out during autumn and winter 2004. The first study involved a representative sample of the Norwegian population (n = 1716), the second sample a group of Norwegian politicians (n = 146) and the third a group of experts on transport safety (n = 26). Studies carried out previously (Sjöberg,
1998a
,
1999
) have given support to the idea that consequences are more important for demands of risk mitigation than probability assessments. In the present study it is hypothesised that this may be because they are associated with worry and it is also proposed that worry relates more strongly to demands for risk mitigation than evaluation of consequences. The results of SEM-modelling showed that worry was a stronger and more significant predictor of demands for risk mitigation compared to consequences and worry mediated the effect of consequences. Probability assessment was a totally insignificant predictor. In accordance with previous studies, the results showed that experts demanded less risk reduction than lay people and politicians. The results indicate that this is because they stress the probability more than the other two groups.
Little research has been done in Norway about what motivates students to choose a career in teaching. This is a qualitative study aimed at examining students’ motivation for becoming teachers, as ...well as examining if the Teacher Education program of study promoted their motivation and development as teachers. The study is anchored in motivation theory about mastery experiences and values. In addition, we choose to make use of theoretical perspectives involving Bildung, engagement and connectedness to school, since these revealed themselves to be important in the students’ motivation, both before and during their studies. The empirical basis for this study is 40 student logs, all written halfway through the first year of study. The texts are studied using qualitative analysis. The study’s findings are presented in six categories: For the Wellbeing of School Children; Social Commitment; Inspiring Influences; Previous Accomplishments; Fundamental Importance of the Student Practicum period; and But, What About the Teacher Training College?
Som svar på en rekke forespørsler om empiriske data på effekten av omvendt undervisning, har vi utført en mindre studie som sammenligner elevers motivasjon, forberedelser og læringsutbytte mellom ...omvendt undervisning og tradisjonell under-visning. For å gjøre dette gjennomførte vi en økt med henholdsvis omvendt undervis-ning og tradisjonell undervisning i to klasser på ungdomsskolen og målte indikatorer for elevenes læringsutbytte og forberedelse til undervisningen. I tillegg intervjuet vi elever fra begge klassene og tolket våre data med bruk av selvbestemmelsesteorien for motivasjon. Resultatene indikerer at en økt med omvendt undervisning i ungdomsskolen kan fremme autonom motivasjon bedre enn tradisjonell undervisning. Imidlertid bidrar ikke metoden nødvendigvis til at flere elever forbereder seg eller oppnår høyere læringsutbytte, skjønt den kan påvirke elever forskjellig. Videre er det indikasjoner på at forberedelser har vesentlig betydning for læringsutbyttet i både omvendt og tradisjonell undervisning. Denne studien bidrar med empiri til en mangelfull litteratur vedrørende effekten av omvendt undervisning i forhold til tradisjonell undervisning.
Nøkkelord: omvendt undervisning, motivasjon, læringsutbytte, ungdomsskolen, selvbestemmelsesteorien
Flipped classroom versus traditional teaching of science in lower secondary school: a study of pupils’ motivation, preparation and learning outcome
AbstractIn response to numerous requests for empirical data on the effect of flipped classroom, we performed a minor study comparing pupils’ motivation, preparation and learning outcome between flipped classroom and traditional teaching. To do this, we conducted a session with flipped classroom and traditional teaching, respectively, in two lower secondary school classes and measured indicators of learning outcome and preparation for class. In addition, we interviewed pupils from both classes and interpreted the data using the self-determination theory of motivation. The results indicate that a session with flipped classroom in upper secondary school can promote development of autonomous motivation better than traditional teaching. However, it does not necessarily result in more pupils preparing for class or a higher learning outcome than traditional teaching, albeit it can affect pupils differently. Furthermore, the study indicates that preparation for class has a strong impact on the learning outcomes in both flipped classroom and traditional teaching. This study compensates for the paucity of empirical data in the literature pertaining to the effect of flipped classroom as compared to traditional teaching.
Keywords: flipped classroom, motivation, learning outcome, lower secondary school, self-determination theory
In areas of voluntary risk behaviour, as with other kinds of risk, people tend to be overly optimistic regarding not being injured. A study of risk perception and causal explanations of injury ...assessments was conducted on 199 respondents from three different sub-groups in Norway; skydivers (n = 88), fire fighters (n = 73) and soldiers (n = 38). Unrealistic optimism was studied by means of four demographic variables: the background of the subject (sub-sample), gender, age, and education. In addition, three predictors of unrealistic optimism were taken into account-safety attitudes, control, and anxiety. These predictors were included in an Analysis of Linear Structural Relationship (LISREL) analysis. The results showed that optimism differed between the sub-groups, and that different factors influenced risk perception depending on the group and depending on whether the assessment was of oneself or of others. These findings offers additional information that will help explain the inconsistent findings in the current literature of unrealistic optimism. Of the predictors investigated, safety attitudes were found to be the most important, which may be because respondents preoccupied with safety are more aware of potential dangers and thereby less optimistic.
På vei mot læreryrket Järnerot, Anna; Bonnevie Lund, Anne; Gamst Page, Alexander ...
2024
eBook
Odprti dostop
The Road to Becoming a Teacher demonstrates how student activities become part of the formative processes towards becoming a teacher. The various contributions describe the ways in which preservice ...teachers reflect over the professional they wish to become, and what aspects of this formation they wish to give more emphasis. The goal of the chapters is that they collectively demonstrate how preservice teachers can build academic insight and understanding of themselves as teachers, constructing their professional identities alongside a familiarity with the skills needed for the job. The road that preservice teachers take towards becoming fully qualified teachers entails close collaboration with their fellow students and educators, and the book elucidates the ways in which the instructors employed in teacher education can inspire their students. The contributions to the anthology engage with and develop the theoretical discourses of the field. Simultaneously, the chapter authors provide examples of how student active teaching may be carried out, examples that might be utilized by other educators. The target audience of the book are researchers and academic staff at universities and colleges, particularly within teacher education programs. It is also relevant for preservice teachers and professional teachers.
I denne boken beskriver forfatterne hvordan studenters aktiviteter på ulike måter kan inngå i deres dannelsesprosesser på veien mot å bli lærer, og hvordan de som underviser på lærerutdanningen kan inspirere til denne aktiviseringen. Antologien tar som utgangspunkt at lærerstudenters ferd mot å bli lærere er en transformativ prosess, en metamorfose, som innebærer et samarbeid mellom studentene selv og deres undervisere. Studenten deltar i undervisning der kunnskaper og praksiser deles, men det krever samtidig en innsats fra deres egen side slik denne kunnskapen og praksisen internaliseres og gjøres til deres egne. På denne måten blir kunnskaper og praksiser transformert til kompetanser og verdier, som i sin tur bidrar til å transformere studentens forståelse og holdning til det å bli lærer. Bidragene i boken er en blanding av teoretiske bidrag og resultat av ulike aksjonsforskningsprosjekt innenfor undervisning på lærerutdanning. De tar for seg forskningsbasert kunnskap som faglærere har fått rundt hvordan de kan bistå studenter til å forstå hvilken rolle de kan få i sitt kommende yrke. Denne rollen er påvirket av hvordan studentene utvikler forståelse av seg selv, yrket og ulike sammenheng som påvirker yrkesutøvelsen og må fremstå i et samspill mellom praktisk forståelse, en etisk fremtoning sammen med faglig skjønn. I tillegg må lærerstudentene reflektere over og vurdere hvilke aspekter de vil vektlegge for å bli den profesjonsutøveren de ønsker å være. Bidragene i antologien har som mål å utvikle fagområdets teoretiske kunnskaper rundt disse prosessene, og samtidig å gi eksempler til andre undervisere i høyere utdanning på hvordan studentaktiv læring kan gjennomføres på en måte som både fremmer faglig forståelse og forståelse av seg selv som lærer, altså utviklingen av en profesjonell identitet sammen med en dypere forståelse av lærerens utøverkompetanse.
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