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dc.contributor.authorSæverot, Herner
dc.contributor.authorBrekke, May Britt Revheim
dc.contributor.authorBaraldsnes, Dziuginta
dc.contributor.authorTorgersen, Glenn-Egil
dc.date.accessioned2022-08-10T11:06:41Z
dc.date.available2022-08-10T11:06:41Z
dc.date.created2021-01-22T18:56:49Z
dc.date.issued2022
dc.identifier.citationSæverot, H., Brekke, M. B. R., Baraldsnes, D., & Torgersen, G.-E. (2022). Om pedagogisk forskning ved norske lærerutdanninger. Pedagogikkutdanneres oppfatninger av pedagogisk forskning. Nordic Studies in Education, 42(1), 50–65.en_US
dc.identifier.issn1891-5914
dc.identifier.urihttps://hdl.handle.net/11250/3011095
dc.description.abstractThe topic of this study is pedagogical research at Norwegian teacher education schools. The research question we ask is: How should, according to educationists, pedagogical research in teacher education be perceived? The purpose of the study is to provide a picture of the educationists’ opinions of problem areas and questions regarding pedagogical research. To map this, we use an exploratory mixed method, with a qualitative preliminary study and a quantitative main study. The theoretical framework describes the main features of the institutional development and perceptions of Norwegian pedagogical research and appears as a background for the analysis and discussion. The findings show individual differences among the educationists of our study concerning perceptions of pedagogy as a research field. We found no systematic variation between different educational institutions or background variables (gender, teaching or research experience). This implicates a discussion of pedagogic as research area in order to strengthen pedagogic as a scientific discipline.en_US
dc.language.isonoben_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleOm pedagogisk forskning ved norske lærerutdanninger. Pedagogikkutdanneres oppfatninger av pedagogisk forskningen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 Herner Sæverot, May Britt Revheim Brekke, Dziuginta Baraldsnes & Glenn-Egil Torgersen.en_US
dc.source.pagenumber50-65en_US
dc.source.volume42en_US
dc.source.journalNordic Studies in Educationen_US
dc.source.issue1en_US
dc.identifier.doihttps://doi.org/10.23865/nse.v42.3786
dc.identifier.cristin1877485
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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