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Lærerliv i en mangfoldig norsk skole

dc.contributor.authorHauge, Kåre
dc.contributor.authorKristin Holmen, Heidi
dc.contributor.authorIsaksen, Veronica
dc.contributor.authorLeithe-Lajord, Markus
dc.contributor.authorSem, Leiv
dc.contributor.authorTaraldsen, Eldar
dc.contributor.editorPetter Vestheim, Ole
dc.contributor.editorElden, Ingrid
dc.date.accessioned2026-02-10T13:37:19Z
dc.date.available2026-02-10T13:37:19Z
dc.date.issued2024
dc.identifier.urihttps://doab-dev.siscern.org/handle/20.500.12854/208589
dc.languageNorwegian
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training
dc.subject.otherTeacher profession
dc.subject.otherDiversity in education
dc.subject.otherMulticultural schools
dc.subject.otherInclusion
dc.subject.otherProfessional identity
dc.subject.otherTeaching practices
dc.subject.otherNorwegian education
dc.subject.otherEquity
dc.subject.otherClassroom challenges
dc.subject.otherPedagogy
dc.titleLærerliv i en mangfoldig norsk skole
dc.typebook
oapen.abstract.otherlanguageIn both academic literature and public discourse, school is often referred to in the singular—“the Norwegian school”—as if it were a uniform entity, centralized and unchanging. In this book we challenge such an understanding and argue that it does not necessarily hold true in reality. Schools constitute a network of differences and diversity. School is contextually anchored in different surroundings linked to geography, culture, school structure, and school culture—all of which matter for the teacher’s life as it unfolds there. With this book, we want to highlight the diverse spectrum of Norwegian schools, as varied as teachers’ own lives. We aim to make visible aspects of this diversity that we believe are insufficiently represented in both academic literature and teacher education. Referring to school as a uniform entity can seem like an answer to the expectation that all pupils in Norway should receive equal education, regardless of which school they attend. The book presents ideas and chapters that illuminate the complexity of school—both in mandate and structure—and that teachers’ professional practice can therefore be highly varied. The book is aimed at teacher educators, teacher education students, teachers, principals, and others concerned with the teaching profession and school.
oapen.identifier.doi10.55669/oa3401
oapen.relation.isPublishedBy95ac1378-484a-4e97-93fe-8adff524dc3a
oapen.relation.isbn9788245045499
oapen.pages208
oapen.place.publicationBergen


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