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    Kritisk danning i lærerutdanningen

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    Author(s)
    Rinholm, Hanne
    Varkøy, Øivind
    Fredriksen, Bendik
    Bjerke, Mildrid H. A.
    Ferm Almqvist, Cecilia
    Eri, Thomas
    Georgii-Hemming, Eva
    Gustavsson, Bernt
    Lundh, Lise
    Merkelbach, Friederike
    Moberg, Nadia
    Blanche Myrvold, Charlotte
    Pio, Frederik
    Seierstad Stokke, Ruth
    Söderman, Alexandra
    Söderman, Johan
    Ove Æsøy, Knut
    Contributor(s)
    Rinholm, Hanne (editor)
    Varkøy, Øivind (editor)
    Fredriksen, Bendik (editor)
    Bjerke, Mildrid H. A. (editor)
    Language
    English; Norwegian; Swedish; Danish
    Show full item record
    Abstract
    This anthology examines what it takes to educate teachers in the 2020s, in an effort to contribute to a revitalization, reformulation and operationalization of educational thinking in teacher education.;How should teachers and teacher educators work to ensure that pupils' and students' encounters with subject matter and their fellow students are meaningful to them as human beings? That their activity is engaging in the here and now, yet also provides an impetus in the direction of something not yet there? It is about developing critical thinking as well as building trust and community in teacher education and schools. It involves educating professionals with critical and ethical awareness that can lead to action, a combination that can be summarized in the concept of ‘critical education’. The chapters in this book relate to a broad understanding of education that encompasses cognitive, aesthetic and existential dimensions.;The book is aimed at teachers, teacher educators and students in teacher education. Its content will also be relevant for anyone interested in a discussion of the values ​​to be maintained in school, in education and in society.;Denne tekstsamlingen undersøker hva det innebærer å danne lærere på 2020-tallet. Den er tenkt som et bidrag til en revitalisering, reformulering og operasjonalisering av danningstenkningen i lærerutdanningen.;Hvordan kan lærere og lærerutdannere arbeide for at elevenes og studentenes møte med faginnhold og medstudenter gir et utbytte som betyr noe for dem som mennesker? At virksomheten kommer dem i møte der de er, men tidvis gir et løft i retning av noe som enda ikke er? Det handler både om å utvikle kritisk tenkning og å bygge tillit og fellesskap i lærerutdanning og skole. Det innebærer å utdanne profesjonsutøvere med kritisk og etisk bevissthet som kan lede til handling, en kombinasjon som kan sammenfattes i begrepet kritisk danning. Kapitlene i boken forholder seg til en bred forståelse av danning som rommer både kunnskapsmessige, estetiske og eksistensielle dimensjoner.;Boken henvender seg til lærere, lærerutdannere og studenter i lærerutdanningene. Innholdet er også aktuelt for alle som interesserer seg for hvilke verdier som skal prege skole, utdanning og samfunn.
    URI
    https://library.oapen.org/handle/20.500.12657/97252
    Keywords
    critical Bildung; teacher education; school; education; philosophy; kritisk danning; lærerutdanning; skole; pedagogikk; filosofi
    DOI
    10.23865/cdf.231
    ISBN
    9788202840709, 9788202840709
    Publisher
    Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
    Publisher website
    https://www.cappelendamm.no/
    Publication date and place
    Oslo, 2024
    Grantor
    • OsloMet – storbyuniversitetet - [...]
    • Høgskolen i Innlandet - [...]
    Classification
    Philosophy and theory of education
    Moral and social purpose of education
    Pages
    258
    Rights
    https://www.creativecommons.org/licenses/by/4.0/
    • Imported or submitted locally

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    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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