{"id":246,"date":"2010-02-22T14:32:27","date_gmt":"2010-02-22T14:32:27","guid":{"rendered":"http:\/\/vefir.hi.is\/kennaramenntun\/?page_id=246"},"modified":"2018-03-23T11:58:45","modified_gmt":"2018-03-23T11:58:45","slug":"nor%c3%b0urlondin","status":"publish","type":"page","link":"https:\/\/vefir.hi.is\/kennaramenntun\/kennaranam\/nor%c3%b0urlondin\/","title":{"rendered":"Nor\u00f0url\u00f6ndin"},"content":{"rendered":"

Danm\u00f6rk<\/strong><\/p>\n

Danm\u00f6rk\u00a0 Sambur\u00f0arranns\u00f3kn \u00e1 menntun kennara \u00ed Kanada, Danm\u00f6rku, Finnlandi og Singapore. \u00cd form\u00e1la sk\u00fdrslunnar sem gefin var \u00fat \u00ed apr\u00edl 2010\u00a0segir: “Dette komparative studium af indholdet i l\u00e6reruddannelser i Canada, Danmark, Finland og Singapore er gennemf\u00f8rt for Regeringens Rejsehold i forbindelse med det 360 graders eftersyn af folkeskolen, som Rejseholdet har gennemf\u00f8rt i for\u00e5ret 2010. Rejseholdet \u00f8nskede en unders\u00f8gelse af indholdet l\u00e6reruddannelserne i de lande, hvis elever i skolen pr\u00e6sterer h\u00f8jt i internationale komparative unders\u00f8gelser som PISA og TIMMS. Det g\u00f8r elever i Canada, Finland og Singapore. Studiet er derfor en komparation af indholdet i l\u00e6reruddannelser i disse tre toppr\u00e6sterende lande og Danmark, men ogs\u00e5 en komparation af indholdet i l\u00e6reruddannelser i de fire lande.”<\/p>\n

Finnland<\/strong><\/p>\n

\u00c1hugaver\u00f0 sk\u00fdrsla\u00a0,\u00a0Education and Training 2010: Three studies to support School Policy Development <\/a>unnin af Finnish Institute for Educational Research \u00ed Jyv\u00e4skyl\u00e4, gefin \u00fat \u00ed Apr\u00edl 2010.<\/p>\n

\u00cd sk\u00fdrslunni kemur m.a. fram:
\n“\u2018The Common European Principles for Teacher Competences\u2019 (2005) <\/em>and the Commission\u2019s Communication \u2018Improving the quality of TE\u2019 <\/em>(2007) have served as backgrounds to the study. They have identified the quality of teaching and Teacher Education as a key factor in securing the quality of education and improving the educational attainment of young people. According to the results of the study, the current situation concerning these two TE documents can be assessed as follows:<\/p>\n

Both papers emphasise the professionalism of teachers as the profession should be attractive for young people. A well-qualified teacher profession with diversified knowledge, skills and competences has been stressed. Pedagogical and subject competences have been traditionally stressed in TE, also the importance of the relationship between theory and practice has been noticed widely. On the other hand, some skills and competences which have been more current during recent years have not yet been sufficiently taken into consideration when developing TE. For example, teaching heterogeneous classes as well as more effective understanding of pupils and students from different cultural backgrounds should be taken more seriously in TE curricula.<\/p>\n

Both papers consider it important that the teacher profession should be closely tied to the surrounding society and the actors there. This is why co-operation and collaboration skills as well as improving communication skills will be even more significant in the future than they have been until now. According to the results of this study, such issues have not been given the consideration they deserve in TE documents.<\/p>\n

Both papers emphasise lifelong learning principles and personal development in the teaching profession. These issues must have more attention in the future. To promote the idea of continuum in the teaching profession, there must be an assumption that the induction phase for a newly qualified teacher has to be developed and supported more effectively than so far, and that more attention should be paid to teachers\u2019 in-service education than nowadays. Even now teachers\u2019 in-service education has not been developed properly in many Member States and even in those countries where it is obligatory for teachers, the amount is insufficient and skills and competences which should be included in in-service TE have not been examined comprehensively.”<\/p>\n

Finnland<\/a> \u00fatdr\u00e1ttur \u00far sk\u00fdrslu finnska menntam\u00e1lar\u00e1\u00f0uneytisins um \u00fer\u00f3un sk\u00f3lastarfs og breytingar \u00e1 kennaramenntun \u00ed tengslum vi\u00f0 \u00fea\u00f0(sk\u00fdrslan \u00ed heild er \u00e1 finnsku)<\/p>\n

Noregur<\/strong><\/p>\n

Noregur L\u00e6reren, Rollen og utdanningen<\/a> Sk\u00fdrsla norska \u00feingsins um menntun kennara<\/p>\n

Samanbur\u00f0ur \u00e1 kennaramenntun \u00e1 Nor\u00f0url\u00f6ndunum<\/a>\u00a0Unni\u00f0 fyrir norr\u00e6nu r\u00e1\u00f0herranefndina gefi\u00f0 \u00fat 2009.<\/p>\n

Sv\u00ed\u00fej\u00f3\u00f0<\/strong><\/p>\n

Sv\u00ed\u00fej\u00f3\u00f0<\/a><\/p>\n

Ein besta og \u00e1hugaver\u00f0asta sk\u00fdrsla sem skrifu\u00f0 hefur veri\u00f0 n\u00fdveri\u00f0 um endursko\u00f0un kennaramenntunar, er sk\u00fdrsla Sigbrit Franke \u00ed Sv\u00ed\u00fej\u00f3\u00f0, sem birt var \u00ed desember 2008. Franke var \u00e1\u00f0ur rektor Umea h\u00e1sk\u00f3la en er n\u00fa r\u00e1\u00f0gjafi Stokkh\u00f3lmsh\u00e1sk\u00f3la um kennaramennt<\/p>\n

Sv\u00ed\u00fej\u00f3\u00f0<\/a> H\u00e9r m\u00e1 sj\u00e1 Franke kynna ofangreinda sk\u00fdrslu<\/p>\n

Nor\u00f0url\u00f6nd \u00f3skilgreint <\/strong><\/p>\n

Sk\u00fdrsla fr\u00e1 OECD\u00a0\u00a0<\/a>\u00a0Educational Research and Innovation Beyond Textbooks: Digital Learning Resources as Systemic Innovation in the Nordic Countries \u00e1 Nor\u00f0url\u00f6ndum<\/a>.<\/p>\n

“This report reviews the vast range of opportunities that digital learning resources (DLRs) offer for systemic innovation in the school systems of the Nordic countries and how these opportunities are used by the main stakeholders.”<\/div>\n

\u00a0<\/strong><\/p>\n

Sk\u00fdrsla um ranns\u00f3kn Gu\u00f0mundar Kristmundssonar \u00e1 lestri og ritun kom \u00fat \u00e1ri\u00f0 2007<\/a>.<\/p>\n

Ranns\u00f3knin f\u00f3r \u00feannig fram a\u00f0 \u00e9g heims\u00f3tti alls 15 stofnanir, 2 \u00e1 \u00cdslandi, 4 \u00ed Sv\u00ed\u00fej\u00f3\u00f0 og 3 \u00ed\u00a0 Finnlandi, Noregi og Danm\u00f6rku. Stu\u00f0ningsf\u00f3lk \u00ed hverju landi valdi stofnanirnar eftir \u00e1kve\u00f0inni reglu. \u00dear \u00e1tti a\u00f0 g\u00e6ta \u00feess a\u00f0 \u00fe\u00e6r \u00ed sameiningu g\u00e6fu g\u00f3\u00f0a mynd af kennaramenntun \u00ed landinu. \u00c9g f\u00e9kk miki\u00f0 efni til lestrar\u00a0 um hverja stofnun og heims\u00f3tti \u00fe\u00e6r s\u00ed\u00f0an hverja \u00e1 eftir annarri og h\u00e9lt fund me\u00f0 2-6 starfsm\u00f6nnum sem\u00a0 \u00e9g spur\u00f0i um \u00fdmislegt sem tengdist n\u00e1mi \u00ed lestri og ritun. \u00dea\u00f0 bygg\u00f0ist \u00e1 skipulegum spurningalistum. \u00de\u00e1 var leita\u00f0 \u00ed anna\u00f0 efni\u00a0 og til f\u00f3lks sem haf\u00f0i yfirgripsmikla \u00feekkingu \u00e1 kennaramenntun \u00ed hverju landi fyrir sig. Margir \u00feeirra greiddu reyndar g\u00f6tu m\u00edna og skipul\u00f6g\u00f0u fer\u00f0ir og fer\u00f0u\u00f0ust jafnvel me\u00f0 m\u00e9r. Efni\u00f0 var s\u00ed\u00f0an nota\u00f0 \u00ed eins konar kortlagningu \u00e1 \u00feessum \u00fe\u00e1ttum \u00ed kennaran\u00e1mi.<\/p>\n

\u00deess ber a\u00f0 geta a\u00f0 hugmynd a\u00f0 \u00feessari ranns\u00f3kn kvikna\u00f0i eftir miklar umr\u00e6\u00f0ur um ni\u00f0urst\u00f6\u00f0ur PISA ranns\u00f3knar 2003.<\/p>\n

\u00c9g nefni h\u00e9r f\u00e1ein\u00a0 \u00feeirra atri\u00f0a sem eftirtekt v\u00f6ktu:<\/p>\n