| dc.description.abstract | In this thesis I analyze the results of history didactic courses at UiO and UiT, based on public notes and institutional choices. I examine these result in a programmatically level, in relation to sixth form teacher education in general, and didactic in general. This I do in relation to institutional structural and course choices by UiO and UiT, due to public regulations on the education in a comparative view. My goal has been to look at different kinds of typologies of different types of history tutoring, to get an insight of diversity, and to discuse different presentations of history in regards to each other. This to evaluate their appropriateness on different kinds of materiel and thems, and for different learning purposes. My results, show an increase of public impact and regulations on the education, with a higher demand of controle to secure a national standard of the teachers. In their ordering, they expect a higher level of self-reseach by the profession itself, to secure a culture with goals of transformation and improvements. In the expression to the public regulations, UiO and UiT have different views, and different results in both structure and didactic courses. UiO have a more negative view due to the regulation, and pronounce a wish to have fewer official conditions in the education, in contrary, UiT express more rigid regulations welcome, to secure a more fused vision of sixth form teacher education in the disciplinary cources. For the didactic courses, the local leeway have ended up in different solutions. UiO make roam for didactic cources earlier, and integrate it with pedagogy and practice teaching in common cources. In adition, they require progression in the disciplinary cources, to progress in the proffesion cources. UiT on the other half, have a stricter didactic profile, with aspects closer to the disciplinary part of the education. | |
