Suchergebnisse

"Students from a number of classes that graduated from the teacher's college in Volda during the 1900s maintained their connection over the years through what they called brevbøker, letters collected in book form. In sturdy, hard-backed notebooks and binders, the classmates kept letters informing each other about their professional and personal lives. The material presented here is from six such 'letter books' written by four classes from the four-year program and two classes from the two-year program that graduated between 1930 and 1949. Some of the students kept the correspondence going for over 50 years. In total, the material amounts to roughly 7000 predomently hand-written pages.

The letter books are a fascinating entry route into individual histories and the history of the school, as well as professional development and teacher identity, and they shed light on the type of teacher that came to be known as 'the Volda teacher'. The school's rector at the time was Erling Kristvik, and many of the letter-writers proudly refer to themselves as 'Kristvikers'. The letter books can be viewed as a self-portrait of this generation's teacher.

This book is the 38th publication in the series Kyrkjefag Profil." - "En rekke klasser som fikk utdanninga si ved Volda lærarskule på 1900-tallet holdt sitt fellesskap ved like gjennom det de kalte brevbøker. I solide skrivebøker med stive permer informerte de sine klassevenner både om sine profesjonelle og sine personlige liv. I det materialet som legges fram her, inngår seks brevboksamlinger skrevet av fire 4-årige og to 2-årige klasser, som fikk utdanninga si mellom 1930 og 1949. Noen av klassene holdt liv i skriveprosjekta sine i over 50 år. Til sammen utgjør materialet rundt 7000 stort sett handskrevne sider.

Brevbøkene er en spennende innfallsport til livs- og skolehistorie, profesjonsutvikling og læreridentitet, og kaster et mentalitetshistorisk lys over den lærertypen som er blitt kalt «Volda-læreren». Rektor ved lærerskolen var i disse åra Erling Kristvik, og mange av brevskriverne kaller seg med stolthet «kristvikianere». Brevbøkene kan leses som denne lærergenerasjonens sjølportrett.

Denne boka er utgivelse nr. 38 i skriftserien Kyrkjefag Profil."

School and kindergarten are central arenas for issues concerning values and ethics. The authors ask: What does students in junior high school learn about the relationship between science and religion? How do students in teacher education relate to the question of sex and equality? How do you communicate values and ethics in kindergarten? In this antology the authors looks to answer these question, and many more. This book is relevant for anyone who works in schools and kindergartens. - "Skolen og barnehagen er sentrale og ufrakommelige arenaer for arbeid med viktige verdispørsmål. Denne erkjennelsen preger artiklene i denne antologien. Det dreier seg om etiske så vel som eksistensielle spørsmål. Vi spør mellom annet:
Hva lærer ungdomsskoleelever om forholdet mellom religion og vitenskap? Hvordan forholder lærerstudenter seg til spørsmål om kjønn og likestilling? Hva mener nyutdannede lærere er målet med KRLE-faget? Hvordan kan man arbeide med holdningsdanning i møte med religiøst mangfold i faget religion og etikk i videregående skole? Hvordan formidles sentrale verdier i barnehagen? Hva med etikken i grunnopplæringen – i hvilken grad samsvarer de ulike læreplandokumentene på dette feltet? Religion og etikk i skole og barnehage henvender seg til dem som arbeider i skole og barnehage så vel som de som er engasjert i profesjonsutdanningene."

This study has developed a tool for explaining why employees fail to speak up with regard to work related criticism; there is a hidden policy of silence that teaches employees to remain silent. This hidden policy is here designated as the "Curriculum Silentium" and is described in detail on the basis of empirical and theoretical data. After identifying a gap between the intentionally and experienced policy for employees freedom of speech in organizations I suggest that there are on-going unofficial, partially hidden learning processes in the organizations. The overall research question is; How does the Curriculum Silentium; the hidden policy of silence among employees, look like? I make an analytic construction of the hidden policy as if it were planned policy, using the didactic categories applicable to organizations. These didactic categories are: goals, content, teaching strategies and the motivation of employees. The empirical data was collected in three different organizations: an elementary school, a home for the elderly and a factory in the process industry, using qualitative methods such as interviews and observation. The theoretical foundation of the study is taken from existing theory within the field of work life research and educational science. The study is not a comparative study of the three organizations, but does involve a comparison of whether and how the Curriculum Silentium is expressed in three such different organizations. The challenge of examining hidden relationships in organizations was met through the development of guidelines for an analytical approach called a critical didactic relations analysis. The study concludes that a hidden policy of silence resembling that presented here exists in organizations where employees fail to voice working life related criticism.