Kompetente nyutdannede lærere: Et spørgsmål om gode lærerteam - eller om den rette mentorordning?

Artikkelen pointerer at det er mulig å forstå hvorfor en inkluderende arbeidsplasskultur og faglig og emosjonelt støttende samarbeidsformer kan være minst like viktig for mestringsforventning og trygghet som hvor lenge man har arbeidet som lærer. Mentorordningen kan understøtte dette. Dens funksjon kan imidlertid også primært være å støtte de individualistiske trekkene ved skolenes læringskultur. På mange skoler skjer det gjennom den kollegiale veiledningen en reproduksjon av en tradisjonell lærerprofesjonalitet og en innordning under en rådende skolekultur. Når det skjer blir mentorordningen en sovepute og ikke en stimulans til kontinuerlig profesjonell utvikling. Ikke sjelden argumenteres det med at det er lite rom for å prioritere annerledes. Skal dette endres, så gjelder det å tenke annerledes. Man må begynne i det små å fremheve og anerkjenne de initiativ hos ens kolleger som kan understøtte en mer felles profesjonslæring. Alle fora der lærere og skolens ledelse møtes er her viktige, men lærerteamene er viktigst fordi det er i dem man kommer tettest på undervisningsarbeidets konkrete, daglige utfordringer

PENGARUH STRATEGI REACT TERHADAP KEMAMPUAN REPRESENTASI, PENALARAN, DAN DISPOSISI MATEMATIS SISWA SMP

Penelitian ini mengenai pengaruh strategi REACT terhadap kemampuan representasi, penalaran, dan disposisi matematis siswa SMP. Tujuan pada penelitian ini adalah untuk menelaah pencapaian dan peningkatan kemampuan representasi, penalaran, dan disposisi matematis siswa yang memperoleh pembelajaran dengan strategi REACT dan pembelajaran biasa, menelaah adanya asosiasi antara kemampuan representasi, penalaran dan disposisi matematis, menelaah pandangan siswa terhadap pembelajaran dengan strategi REACT dan kesulitan yang dialami siswa. Penelitian ini menggunakan pola kuasi eksperimen dengan nonequivalent control grup design. Subjek penelitian ini adalah siswa kelas VIII A dan VIII B di satu SMP di Bandung. Instrumen yang digunakan, yaitu (1) tes, berupa soal kemampuan representasi dan penalaran matematis, (2) nontes, berupa skala disposisi matematis, skala pandangan siswa terhadap pembelajaran, dan lembar observasi. Hasil uji coba instrumen menunjukkan koefisien reliabilitas tes kemampuan representasi dan penalaran matematis berturut-turut adalah 0,56 dan 0,64, koefisien reliabilitas skala disposisi matematis dan skala pandangan siswa terhadap pembelajaran berturut-turut adalah 0,886 dan 0,907. Analisis data kuantitatif pada penelitian ini menggunakan IBM SPSS Statistics 23, sehingga diperoleh kesimpulan: pembelajaran dengan strategi REACT mampu meningkatkan kemampuan representasi dan penalaran matematis siswa; pencapaian kemampuan representasi dan penalaran matematis siswa yang memperoleh pembelajaran dengan strategi REACT lebih tinggi daripada siswa yang memperoleh pembelajaran biasa; disposisi matematis siswa yang memperoleh pembelajaran dengan strategi REACT tidak lebih baik daripada siswa yang memperoleh pembelajaran biasa; terdapat asosiasi antara kemampuan representasi dan penalaran matematis, antara kemampuan representasi dan disposisi matematis, dan antara kemampuan penalaran dan disposisi matematis; siswa berpandangan baik terhadap pembelajaran dengan strategi REACT; serta kesalahan yang dialami siswa dalam menyelesaikan soal-soal kemampuan representasi dan penalaran matematis yang memperoleh pembelajaran dengan strategi REACT lebih rendah daripada siswa yang memperoleh pembelajaran biasa.; This research is about the effect of REACT strategy for junior high school students’ ability of mathematical representation, reasoning, and mathematical disposition. The purpose of this research is to examine the achievements and increased ability of mathematical representation, reasoning, and mathematical disposition students acquire learning with REACT strategy and usual learning; to examine the association among the ability of mathematical representation, reasoning, and mathematical disposition; to examine the views of students towards learning with REACT strategy and difficulties experienced by students. This research used a quasi-experimental pattern with nonequivalent control group design. Subjects of this research were students of VIII A and VIII B in junior high school in Bandung. The instruments used, namely (1) test, such as item of representation and mathematical reasoning abilities, (2) non test, in the form of a mathematical disposition scale, the scale of students' views on learning, and observation sheet. The trial results showed the reliability coefficient of mathematical representation and reasoning abilities were respectively 0.56 and 0.64, the reliability coefficient of mathematical disposition and scale of students' views on learning were 0.886 and 0.907. Analysis of quantitative data in this research used IBM SPSS Statistics 23, and the conclusion: learning with REACT strategy was able to increase the mathematical representation and reasoning abilities of students; the achievement of mathematical representation and reasoning abilities of students who received learning with REACT strategy was higher than students who received the usual learning; mathematical disposition of students who received learning with REACT strategy was not better than students who received the usual learning; there were association between mathematical representation and reasoning ability, between mathematical representation ability and mathematical disposition, and between mathematical reasoning ability and mathematical disposition; students' views on learning with REACT strategy is good; the mistake experienced by students in solving problems of mathematical representation and reasoning abilities that acquire learning with REACT strategy were lower than students who received usual learning

Koherens i lærarutdanninga

Tema for artikkelen er spenningane og motsetnadene i lærarutdanninga og diskusjonen om korleis samanhengen kan styrkast og relevansen aukast. Vi tar utgangspunkt i omgrepet koherens slik det er brukt i internasjonale bidrag, og vil undersøkje om omgrepet kan hjelpe oss til betre å forstå korleis utfordringar i kvalifiseringsprosessen kan handterast. Vi argumenterer for at omgrepet må vidareutviklast om det skal kunne gi grunnlag for dette

Novice teachers and how they cope

Teachers often describe their first teaching job following graduation as a shocking experience. This description raises several questions: Do novice teachers actually have a lower level of coping than experienced teachers? Are there factors in the work environment that make coping difficult for all teachers at a school? This paper compares the ability of novice and experienced teachers to cope with their work, and how this ability is affected by the level of collegial and superior support and collaboration offered. Although we find few differences between novice and experienced teachers’ coping level, these two groups of teachers do differ in terms of the levels of collegial and superior support and collaboration. In addition to receiving a lower level of professional support from their superiors, novice teachers generally lack ways to articulate their own needs to colleagues. The ability of novice teachers to cope with their work should be considered a collective responsibility in schools rather than the fate of the individual teacher. This paper is based on observations, interviews and survey data from Norwegian schools

Autonomy, Candour and Professional Teacher Practice: A Discussion Inspired by the Later Works of Michel Foucault

Autonomy is considered to be an important feature of professionals and to provide a necessary basis for their informed judgments. In this article these notions will be challenged. In this article I use Michel Foucault’s deconstruction of the idea of the autonomous citizen, and his later attempts to reconstruct that idea, in order to bring some new perspectives to the discussion about the foundation of professionalism. The turning point in Foucault’s discussion about autonomy is to be found in his proposal for an ethics of the self. This ethics invites a break with the normalising discourses of modernity. As I see it, this makes it particularly relevant to a discussion about the principles of professionalism. The conception of parrhesia is central. I use the role of the teacher to illustrate my arguments

Development of porous coatings enriched with magnesium and zinc obtained by DC plasma electrolytic oxidation

Coatings with developed surface stereometry, being based on a porous system, may be obtained by plasma electrolytic oxidation, PEO (micro arc oxidation, MAO). In this paper, we present novel porous coatings, which may be used, e.g., in micromachine's biocompatible sensors' housing, obtained in electrolytes containing magnesium nitrate hexahydrate Mg(NO3)(2)center dot 6H(2)O and/or zinc nitrate hexahydrate Zn(NO3)(2)center dot 6H(2)O in concentrated phosphoric acid H3PO4 (85% w/w). Complementary techniques are used for coatings' surface characterization, such as scanning electron microscopy (SEM), for surface imaging as well as for chemical semi-quantitative analysis via energy dispersive X-ray spectroscopy (EDS), X-ray photoelectron spectroscopy (XPS), glow discharge optical emission spectroscopy (GDOES), and X-ray powder diffraction (XRD). The results have shown that increasing contents of salts (here, 250 g/L Mg(NO3)(2)center dot 6H(2)O and 250 g/L Zn(NO3)(2)center dot 6H(2)O) in electrolyte result in increasing of Mg/P and Zn/P ratios, as well as coating thickness. It was also found that by increasing the PEO voltage, the Zn/P and Mg/P ratios increase as well. In addition, the analysis of XPS spectra revealed the existence in 10 nm top of coating magnesium (Mg2+), zinc (Zn2+), titanium (Ti4+), and phosphorus compounds (PO43-, or HPO42-, or H2PO4-, or P2O74-).Web of Science97art. no. 33

Measuring Sulfur Isotope Ratios from Solid Samples with the Sample Analysis at Mars Instrument and the Effects of Dead Time Corrections

The Sample Analysis at Mars (SAM) instrument suite comprises the largest science payload on the Mars Science Laboratory (MSL) "Curiosity" rover. SAM will perform chemical and isotopic analysis of volatile compounds from atmospheric and solid samples to address questions pertaining to habitability and geochemical processes on Mars. Sulfur is a key element of interest in this regard, as sulfur compounds have been detected on the Martian surface by both in situ and remote sensing techniques. Their chemical and isotopic composition can belp constrain environmental conditions and mechanisms at the time of formation. A previous study examined the capability of the SAM quadrupole mass spectrometer (QMS) to determine sulfur isotope ratios of SO2 gas from a statistical perspective. Here we discuss the development of a method for determining sulfur isotope ratios with the QMS by sampling SO2 generated from heating of solid sulfate samples in SAM's pyrolysis oven. This analysis, which was performed with the SAM breadboard system, also required development of a novel treatment of the QMS dead time to accommodate the characteristics of an aging detector

SEM, EDS and XPS analysis of the coatings obtained on titanium after plasma electrolytic oxidation in electrolytes containing copper nitrate

In the paper, the Scanning Electron Microscopy (SEM) with Energy Dispersive X-ray Spectroscopy (EDS) and X-ray Photoelectron Spectroscopy (XPS) results of the surface layer formed on pure titanium after plasma electrolytic oxidation (micro arc oxidation) at the voltage of 450 V are shown. As an electrolyte, the mixture of copper nitrate Cu(NO3)2 (10–600 g/L) in concentrated phosphoric acid H3PO4 (98 g/mol) was used. The thickness of the obtained porous surface layer equals about 10 m, and it consists mainly of titanium phosphates and oxygen with embedded copper ions as a bactericidal agent. The maximum percent of copper in the PEO surface layer was equal to 12.2 0.7 wt % (7.6 0.5 at %), which is the best result that the authors obtained. The top surface layer of all obtained plasma electrolytic oxidation (PEO) coatings consisted most likely mainly of Ti3(PO4)4 nH3PO4 and Cu3(PO4)2 nH3PO4 with a small addition of CuP2, CuO and Cu2O.Web of Science95art. no. 31