Vis enkel innførsel

dc.contributor.authorUlvik, Marit
dc.contributor.authorKvam, Edel Karin
dc.contributor.authorEide, Liv
dc.date.accessioned2021-10-06T09:45:02Z
dc.date.available2021-10-06T09:45:02Z
dc.date.created2021-01-12T10:33:32Z
dc.date.issued2021
dc.identifier.issn0031-3831
dc.identifier.urihttps://hdl.handle.net/11250/2788064
dc.descriptionPostponed access: the file will be accessible after 2022-07-11en_US
dc.description.abstractThis qualitative study investigates, through focus groups, how students in upper secondary school in Norway experience schooling. The background for the study is a tension between measurable outcomes and the educational aim of supporting students’ human growth, their Bildung. As teacher educators, we wanted to learn about situations that made an impression on students and thereby might promote Bildung and the desire to learn. Findings show that what made an impression was primarily related to teachers, fellow students, school atmosphere, and to aesthetic experiences and variations. Students emphasise teachers’ attitudes, interpersonal skills and ability to vary their teaching. Teachers content knowledge was taken for granted. Based on the findings, we suggest implications for how to educate teachers, for teachers working conditions and for cooperation in schools. In order to promote students’ Bildung, also teachers’ human development needs to be put on the agenda.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.titleSchool experiences that make an impression – a study on how to promote bildung and the desire to learnen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionacceptedVersionen_US
dc.rights.holderCopyright 2021 Scandinavian Journal of Educational Researchen_US
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode2
dc.identifier.doi10.1080/00313831.2020.1869071
dc.identifier.cristin1869651
dc.source.journalScandinavian Journal of Educational Researchen_US
dc.identifier.citationScandinavian Journal of Educational Research. 2021.en_US


Tilhørende fil(er)

Thumbnail

Denne innførselen finnes i følgende samling(er)

Vis enkel innførsel