Teacher Perspectives of Challenges within the Norwegian Educational System

Autor/inn/en	Anderson, Sarah K.; Terras, Katherine L.
Titel	Teacher Perspectives of Challenges within the Norwegian Educational System
Quelle	In: International Education Journal: Comparative Perspectives, 14 (2015) 3, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Foreign Countries; Teacher Attitudes; Problems; Teaching Load; Class Size; Student Motivation; Social Problems; Emotional Problems; Expectation; Outcomes of Education; Elementary School Teachers; Secondary School Teachers; Questionnaires; Qualitative Research; Norway + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Problemsituation; Lehrdeputat; Klassengröße; Schulische Motivation; Social problem; Soziales Problem; Expectancy; Erwartung; Lernleistung; Schulerfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Qualitative Forschung; Norwegen
Abstract	This research examines teacher perspectives' of educational challenges in Norway. Norway is one of the most well-resourced, prosperous, social welfare states in the world, yet the OECD (2011) recognized students' weak basic skills and insufficient teacher ability in content and pedagogy, along with engagement and imbalanced resources as points for educational improvement. An open-ended questionnaire was administered to 138 teachers practicing in Norway to explore challenges from their perspective. Teachers reported the following challenges: completing government paperwork with competing pedagogical demands, adapting teaching to each student due to large class sizes, motivating students, managing social and emotional problems of students, and meeting society's increasingly unrealistic expectations. Teachers perceived their challenges to be a result of a poorly built educational system, not from deficits in their teaching skills. We concluded from this study that teacher voice and participation in improvement decisions are needed, given some discrepancy in perceived challenges among these findings, international surveys, and policy-related reports. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://openjournals.library.usyd.edu.au/index.php/IEJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01