Positionings in an immature triad in teacher education

This article presents and discusses experiences from an intervention project in Norwegian teacher education focusing on a triadic collaboration between student teachers, mentors and lecturers. The aim of the project was to establish a written, digital meeting place supporting the student teachers’ professional development. The question explored in this article is why some of the members in the triad virtually disappeared, and thus why the established digital meeting place collapsed. The findings are discussed through the lenses of positioning theory. Although the members positioned themselves differently, we identified three common traits in their stories: enhanced competition, preference of theory-informed writing, role confusion.     

基于数字移相全息的图像重构

1IntroductionDifferent methods of holographic interferometry re-lated techniques have been used effectively for defectvisualisation in artwork diagnosis[1].Physical recon-struction of recorded wave fields though is of li mitedapplicability for on-field or…     

Competition for Viewers and Advertisers in a TV Oligopoly

Abstract

This study considers a model of a TV oligopoly where TV channels transmit advertising and viewers dislike such commercials. It is shown that advertisers make a lower profit the larger the number of TV channels. If TV channels are sufficiently close substitutes, there will be underprovision of advertising relative to social optimum. This study also finds that the more viewers dislike ads, the more likely it is that welfare is increasing in the number of advertising-financed TV channels. A publicly owned TV channel can partly correct market distortions, in some cases, by having a larger amount of advertising than private TV channels. It may even have advertising in cases where advertising is wasteful per se.     

Encouraging the habit of seeing in student teaching

This article addresses how mentoring can move the student teachers' process of learning towards constructive teaching forms. An underlying assumption of such an approach is the need to understand what pupils know and say. The focus in the article is on how Sara, a cooperating teacher in Norway, encourages student teachers to start their student teaching by developing a mindset where seeing the kids is in focus. She does so by designing and taking care of natural learning situations, and by assisting them to develop their habit of seeing through their own teaching.     

Collaborative talk in mathematics – contrasting examples from third graders

There is a substantial body of knowledge on the importance of language for learning in general, and for learning mathematics in particular. Hence, language skills and collaborative learning are emphasised in the Norwegian curriculum. Even so, we have few studies on what supports and what impedes mathematical progress in authentic learning situations. In this article, we investigate contrasting dialogues between two pairs of eight-year-old pupils solving mathematical tasks. The analysis in our video-based study shows that both communication skills and use of tools have a profound impact on third graders’ potential to solve tasks as a joint enterprise.     

‘I see what I see from the theory I have read.’ Student teachers learning through theory in practice

This article presents and discusses experiences from a research and development project where Norwegian student teachers were encouraged to bridge theory and practice by following a pupil’s learning processes over time, and to write papers based on empirical data and relevant subject theory. The evaluations of the project received high ratings from the student teachers, and an inductive analysis of the answers to open-ended questions revealed three key aspects behind its success: commuting between field practice and coursework, the authenticity of the tasks and future relevance for the teacher profession. These aspects are interpreted building upon Dewey’s concept educative experience. The findings are discussed in the light of the importance of understanding pupils’ knowledge, and the role of writing in inquiry-based learning processes. The project is also placed within an international discussion on the relationship between field practice and theoretical coursework as arenas for learning in teacher education.     

钱是省出来的还是赚出来的？

虽说钱财被冠冕堂皇地喻为“身外之物”，但关起门来，看着存折上不断累积的数字，谁心里又不暗自欢喜呢？你是职场有钱人吗？职场人士如何快乐工作、快乐钱生钱？你的理财指数是多少……[编者按]