-
Werler, Tobias Christoph & Berg-Brekkhus, Åshild
(2024).
Cooperation on Temporal Logics: Navigation Challenges and Requirements between Teachers and Teacher Education.
-
Engelsrud, Gunn Helene; Hallås, Bjørg Oddrun; Lundvall, Suzanne; Nyrnes, Aslaug; Sæle, Ove Olsen & Werler, Tobias Christoph
(2023).
Introduksjon.
I Engelsrud, Gunn Helene; Hallås, Bjørg Oddrun; Lundvall, Suzanne; Nyrnes, Aslaug; Sæle, Ove Olsen & Werler, Tobias Christoph (Red.),
Didaktiske praksiser i lærerutdanning - steder i et landskap.
Universitetsforlaget.
ISSN 978-82-15-06098-9.
s. 13–18.
-
Baraldsnes, Dziuginta; Kuginyte-Arlauskiene, Ieva & Werler, Tobias Christoph
(2023).
Pre-service teachers' perceptions of the school bullying phenomenon .
-
Werler, Tobias Christoph; Baraldsnes, Dziuginta & Kuginyte-Arlauskiene, Ieva
(2023).
Deformed knowledge and teacher education: Norwegian Pre-service Teachers’ Knowledge to Reveal and Prevent School Bullying.
-
Werler, Tobias Christoph & Berg-Brekkhus, Åshild
(2022).
Critical Thinking and Democratic Participation among Upper Secondary Students in Norway Students Expressed Experiences in the Lens of the Capability Approach. .
-
Baraldsnes, Dziuginta; Kuginyte-Arlauskiene, Ieva & Werler, Tobias Christoph
(2022).
School bullying: knowledge and experience to intervene in pre-service teachers in Norway.
-
Werler, Tobias Christoph
(2022).
Vom Norden lernen?
Pädagogik.
ISSN 0933-422X.
73(12),
s. 58–61.
-
Werler, Tobias Christoph; Foldnes, Vibeke Solsvik & Færevaag, Margaret Klepstad
(2021).
Classroom Development Through Teacher-Researcher Collaboration. Bridging the Rural Urban Divide in Norway.
-
Baraldsnes, Dziuginta; Kuginyte-Arlauskiene, Ieva & Werler, Tobias Christoph
(2021).
School Bullying: Norwegian Pre-service Teachers’ Knowledge and Practice to Reveal and Prevent .
-
Werler, Tobias Christoph; Foldnes, Vibeke Solsvik & Færevaag, Margaret Klepstad
(2019).
Developing Collaborative Professionalism - Unravelling the Didactic Value of Small Data.
-
Brekkhus, Åshild Berg & Werler, Tobias Christoph
(2019).
Operationalization of the Capability Approach- Operationalizing Bildung?
-
Brekkhus, Åshild Berg & Werler, Tobias Christoph
(2017).
Capability for Empowerment and Work through Vocational Education and Training (VET)
in Upper Secondary Education in Norway
.
-
Werler, Tobias Christoph & Brekkhus, Åshild Berg
(2017).
The capability approach -How do teachers inhibit or promote the pupils functionings ?
Insights from a Norwegian study on Upper Secondary Education.
.
-
Werler, Tobias Christoph & Brekkhus, Åshild Berg
(2017).
School Equipment - a theory about its functions and effects:
Insights from an explorative study
.
-
Sæverot, Herner; Torgersen, Glenn-Egil & Werler, Tobias Christoph
(2017).
Pedagogy in a triadic perspective.
-
Werler, Tobias Christoph & Baraldsnes, Dziuginta
(2017).
Teacher Work for Inclusive Education in Rural Areas. Comparing Teacher`s Experiences and Evaluations in Norway and Lithuania.
-
Werler, Tobias Christoph
(2016).
Teacher’s role conflicts in rural areas in Norway, Poland and Lithuania.
Vis sammendrag
The paper presentation provides insight into teacher’s role conflicts in rural areas in Norway, Poland and Lithuania. The qualitative data comprises 29 semi-structured interviews. They were conducted between December 2014 and April 2015 among teachers and kindergarten teachers working in rural schools and kindergartens (in countries mentioned above). This paper analyzes one of the categories that covers our research question and refers to role conflicts. In order to get a deeper insight in meanings of this category (teacher values, attitudes and their social capital) qualitative content analysis procedure – following Mayring (2000) was applied. Teachers in rural areas might experience role conflicts due to tight bonds in a local community as well as they possibly (have to) represent several (contradictory) positions. For example, role conflicts can be triggered when a teacher is a relative of student. Role conflicts might occur too at other places like shops or the sports club. Role conflicts can follow out of the fact that teachers teach without adequate background. Such a situation cause that it is for them unavoidable to learn to deal with close relations. They have to make use of the local cultural / social code in order to suffice and work as a teacher. It seems reasonable to assume that coping with close relations as well as teacher’s visibility has impact on teacher attitudes. The analysis will elaborate on intra-role conflicts as well as on inter-role conflicts when teachers try to meet the “agenda” of the rural community.
-
Werler, Tobias Christoph
(2016).
Kompetanseløft for lærerutdanningsforskning.
-
Werler, Tobias Christoph
(2016).
The Evolution of Nordic Schooling and peoples mind-sets
.
Vis sammendrag
Traditionally one describes schooling as a system
per se or as part of the political system.
However, analyses about “Nordic”
schooling have not seen the relationship
between the value set of a state formation
and the origins and evolution of schools
(Antikainen 2006, Telhaug et.al. 2006).
The following paper will re-read both
Scandinavian school histories as well as
welfare state analysis in order to find those
constitutional mind-sets. Beyond that value-focused
curriculum, analysis of several Scandinavian school
curriculum are carried out. This is done in order to
test the hypothesis that Nordic goals and value-sets
of schooling are heavily influenced by the value-set
of the respective value-sets of state formations like
welfare state and competition state (Moisio &
Leppänen 2007, Antikainen 2010, Kananen 2014).
The Question In order to be able to test the
hypothesis the paper asks for the role of schooling
in the welfare state as well as in the competition
state. Beyond that, it is asked for what kind of valuesets
has been created and did it change people’s
identity over time? The empirical materials explored
Data for the analysis s delivered by national school
history books (articles) as well as value analysis of
state-formations. Those are compared to value-sets
of historical and current curriculum texts. Findings
will be reflected based on value-data (and its
evolution) of the European Social Survey (2002 –
2014).
-
Werler, Tobias Christoph; Baraldsnes, Dziuginta & Sadownik, Alicja R.
(2016).
“Who are you in this place?” Rural teacher professionalism in Norway – with Poland and Lithuania as horizons of comparison.
Vis sammendrag
Rural communities present special challenges to
teachers, including large territorial distances,
isolation from colleagues/professional environment,
and limited access to resources for support, as well
as unique community expectations and role
conflicts. Much of current teaching practice seem to
be based on models derived from urban knowledge
and competence contexts, which have little in
common with the demands of rural areas even
though rural teacher work force counts for ca. 30 %
of either Norway, Poland and Lithuania. Moreover,
current international research on teacher
professionalism seems to be neutral, in terms of
distinction between urbanity and rurality. A way from
some Canadian examples (Preston 2006) it does
not consider rural ways of being a teacher. This is
surprising, because pedagogy of place (Mendel
2006, 2009) as well as place-based education
(Sobel 2004) comes with a clear argument that
place matters. Places with their communities are
creating particular inter-subjectivities that are
framing (well)being of a (good) teacher. However,
research on other professions (f. ex.: police)
distinguishes between urban and rural context
(Slade, 2013). This paper reports from a project that
tries to fill the research gap. The project is aimed to
explore unique qualities of educational
professionalism at schools situated in different
European rural areas (Norway, Poland and
Lithuania), and thereby reconstruct unique
contributions to community well-being, that can be
introduced to teacher education. In this article, we
focus on Norwegian specificity of rural teaching, but
use “voices” from Poland and Lithuania as horizons
of comparison (Bohnsack 2001). Since we see rural
teacher professionalism as constructed in dynamic
collaboration between teachers work and local
community, introducing other qualities - established
within historically different conceptualizations of
rurality and school, make explored meanings and
relations visible/accessible (ibid).
-
Werler, Tobias Christoph & Brekkhus, Åshild Berg
(2016).
Capability Expansion in Upper Secondary Schools in Norway?
-
Werler, Tobias Christoph
(2015).
Rural Teacher Professionalism – general outline of the research project.
-
Werler, Tobias Christoph
(2015).
Prisen til profesjonens nye normative paradigme: The learning sciences!
-
Werler, Tobias Christoph
(2015).
Teachers professionalism in rural areas: Voices from Norwegian schools.
-
Werler, Tobias Christoph
(2015).
Lived democracy, contested issues and scenario building in classrooms. What are the characteristics of deliberations in classrooms related to risk?
.
-
Werler, Tobias Christoph
(2015).
The Evolution of Scandinavian Schooling and peoples mind-sets.
-
Werler, Tobias Christoph
(2015).
Rural Teaching in Norway.
-
Jobst, Solvejg & Werler, Tobias Christoph
(2015).
Teacher Education Reform in Germany and Norway.
-
Baraldsnes, Dziuginta; Sadownik, Alicja Renata & Werler, Tobias Christoph
(2015).
Rural teaching in Norway, Poland and Lithuania: Voices from Kindergarten and School.
-
Werler, Tobias Christoph
(2014).
The Gateway to Professionalism? Follow-up Evaluation on Teacher Education Reform in Norway (2010–2014).
-
Werler, Tobias Christoph
(2014).
Learning sciences = pedagogikk?
-
Werler, Tobias Christoph
(2014).
Skolens betingelser & resultat - et didaktikklandskap -.
-
Werler, Tobias Christoph
(2014).
Didaktikk og improvisasjon.
-
Werler, Tobias Christoph
(2014).
Building capabilities by/in an Education Landscape in Western Norway.
-
Werler, Tobias Christoph
(2014).
The Core of Teacher Professionalism: Pedagogy and Student knowledge?
-
Werler, Tobias Christoph
(2014).
Improvisation and teaching - challenging pedagogical principles.
-
Werler, Tobias Christoph
(2013).
Literacy & danning? Ny vin eller gamle slanger?
-
Werler, Tobias Christoph
(2013).
Herner Sæverot: Indirect pedagogy: Some lessons in existential education. Sense Publishers.
Norsk pedagogisk tidsskrift.
ISSN 0029-2052.
97(3),
s. 252–254.
-
Werler, Tobias Christoph
(2013).
The Transformation of Teacher Professionalism.
-
Werler, Tobias Christoph
(2013).
Didaktikklandskap og innovasjon.
-
Werler, Tobias Christoph
(2012).
Aligning School and Teacher Education Reform in Scandinavia.
-
Werler, Tobias Christoph
(2012).
School’s new curriculum as (hidden) agenda of teacher education reform?
-
Werler, Tobias Christoph & Sætre, Aina
(2012).
Benefitting from Schooling in Education Landscapes.
-
Ryssevik, Jostein; Skutlaberg, Linn Synnøve; Haugland, Aina Isdal; Nordhagen, Inger; Werler, Tobias Christoph & Brekkhus, Åshild Berg
(2016).
Godt nok eller best mulig? Hovedrapport fra kartlegging av utstyr i videregående skole.
Ideas2Evidens/Utdanningsdirektoratet.
-
Haugland, Aina Isdal; Nordhagen, Inger; Ryssevik, Jostein; Skutlaberg, Linn Synnøve; Werler, Tobias Christoph & Brekkhus, Åshild Berg
(2016).
Kartlegging av utstyr i videregående skole. Delrapport.
Ideas2Evidens.
-
Rogne, Magne; Malmo, Kari-Anne Svensen; Andersen, Joachim Kolnes; Munthe, Elaine; Werler, Tobias Christoph & Maagerø, Eva
(2015).
Grunnskulelærarutdanningane etter fem år. Status, utfordringar og vegar vidare. Rapport nr. 5 frå Følgjegruppa til Kunnskapsdepartementet.
Følgjegruppa for lærarutdanningsreforma.
ISSN 978-82-998977-8-5.
-