Om pedagogisk forskning ved norske lærerutdanninger. Pedagogikkutdanneres oppfatninger av pedagogisk forskning

  • Herner Sæverot Høgskulen på Vestlandet, Norge
  • May Britt Revheim Brekke Høgskulen på Vestlandet, Norge
  • Dziuginta Baraldsnes Høgskulen på Vestlandet, Norge
  • Glenn-Egil Torgersen Universitetet i Sørøst-Norge, Norge

Abstract

The 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.

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Published
2022-03-07
How to Cite
Sæverot, 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. https://doi.org/10.23865/nse.v42.3786
Keywords
educationists, pedagogical research, academic discipline, pedagogical science, educational sciences