Responding to the challenge of providing stronger research base for teacher education: research discourses in the Norwegian national research school for teacher education

Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school.     

广告语篇互文性的模因论分析

“互文性”是语篇的基本特征。任何语篇都是由引语拼凑而成，任何语篇都是对其它语篇的吸收和改造。“模因”是文化信息的基本单位。模因的复制、模仿和传播才使得文化得以传播、继承和发展。文章探讨了互文性和模因的关系，指出模因的传播就是互文性形成的过程，并从模因的角度分析了广告语篇中的互文现象，以加深对广告语篇中模因的认识。     

体育教育专业学生学习心态的调查研究

为迎合21 世纪高规格体育师资培养的需要, 我国高等院校体育教育专业加快了实施整体性改革的步划。本文从体育教育专业学生的专业课程选择趋向, 理论课程的认识倾向、教师教学行为及教学环境的影响这一角度,分析与阐述他们的学习心态。从而为教育部门了解与掌握体育教育专业大学生学习心态提供重要的理论信息, 为体育教育专业教学改革提供了一定的参考依据.     

民营医院“后广告时代”发展的品牌化策略

2001年9月,中国开放医疗市场,鼓励发展民营医疗机构,民营医院开始大规模发展。最初,民营医院营销的主要内容就是广告,但多年的广告鏖战之后,出于对广告边际效益的考虑,铺天盖地的广告宣传时代渐进尾声。当人们开始重新思考民营医院营销的出路时,却又面对着严峻的行业信用问题。本文试从传播角度出发,分析通过品牌化的方式解决民营医院信用危机的策略,以寻求民营医院营销的出路。     

“电视广告”教学中蒙太奇理论的解读

电视广告教学中一个主要目的就是培养学生掌握电视媒体的优势特色,学会用蒙太奇理论去创意和表现广告主题,最大限度地发挥电视的视觉冲击效果,但由于诸多原因导致学生没有蒙太奇理论的基础知识和思维习惯,因此在教学中采用多看、多评、多做的方法,向学生传授蒙太奇理论,并训练和培养其运用蒙太奇技巧和能力,同时也要时刻提醒学生把握电视广告的特点,注意目的与技巧的区分,从而使电视广告的创意和表现达到一个完美的结合。     

社交媒体时代的广告创意策略分析

Web2.0时代,互联网越来越多地融入了交流、互动、分享的人性化元素。社交媒体带给网络用户更加新鲜的体验,更具创意的网络传播应用模式。受众接受和传播信息的方式发生巨大变化,广告创意传播面临巨大挑战,在社交媒体时代如何通过广告创意使得广告传播取得理想效果,是论文研究的内容。     

政论文中模糊限制语的语用学研究

基于语料库数据对政论文中模糊限制语的使用频率统计,同时基于维氏顺应论分析说话人在政论环境下选择模糊限制语可能出现的顺应性因素,以期于对政论语言研究和模糊语言学的发展提供参考。     

广告英语的特点

广告是以最简单的语言表达最复杂的意义，语言的魅力在广告语言中得以最充分的展示。本文从词汇，句法及修辞方面阐述了广告英语的特点。     

我国公益广告的历史、现状与未来

随着知识经济时代的到来,市场竞争日趋激烈,广告的应用也愈加普及.广告的形式多种多样,公益广告就是其中一种.它有别于商业广告,以反映社会现实、帮助改善或解决社会公共问题为己任.通过对公益广告历史、现状与未来的研究,可从中把握其创作、管理、发展的客观规律,以利于更好地推动我国公益广告及公共管理事业的发展.