Norskfaget i grunnskulelærarutdanningane – nyare utviklingstrekk
DOI:
https://doi.org/10.5617/adno.7903Keywords:
Norwegian didactics; Norwegian curriculum; initial teacher education; subject historyAbstract
Lærarutdanningane i Noreg har gått igjennom hyppige reformer dei siste tiåra. Ein har fått mange strukturelle endringar, og det er forska lite på kva som skjer med innhaldssida i faga. I denne artikkelen blir faglege utviklingstrekk i norskfagets læringsutbyteformuleringar systematisk undersøkt. Hovudmaterialet er nasjonale retningslinjer for grunnskulelærarutdanningane 1-7 og 5-10 frå 2010 og 2016. Resultata peikar mot fire sentrale utviklingstrekk i eit ustabilt norskfag, der mange nye emne kjem inn og mange etablerte går ut.
Nøkkelord: norskdidaktikk, norskfaget, lærarutdanning, faghistorie
Norwegian in Initial Teacher Education – Recent Developments
Abstract
Initial teacher education (ITE) in Norway has been frequently reformed in the last decades. ITE has undergone a number of structural changes, and not much research is done concerning the changes in content of the different subjects. This article systematically inquires into the change of content in Norwegian as a subject in ITE. The main material consists of the national curriculums for ITE for grades 1-7 and 5-10 from 2010 and 2016. The results point to four key characteristics in the development of an unstable Norwegian subject, where new topics have replaced many traditional ones.
Keywords: Norwegian didactics, Norwegian curriculum, initial teacher education, subject history
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