Blar i forfatter "Sæleset, Johannes"

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    • Argumentasjonsferdigheit i naturfag. Samspel mellom naturfagleg kunnskap og undervisingsmetodar som fremjar argumentasjonsferdigheit . 

      Sæleset, Johannes (Master thesis; Mastergradsoppgave, 2016-05-18)
      Denne studien ser på korleis tre undervisingsmetodar i kombinasjon betra argumentasjonsferdigheita til elevar i ein klasse på 9./10. trinn. Undervisingsmetodane som studien fokuserar på er grubleteikningar, rollespel og studentresponssystem. Studien er kvalitativ og det mest sentrale datamaterialet er lydopptak frå gruppediskusjonar med åtte elevar før og etter to undervisingsperiodar i klassen. ...

    • A case study of specialized science courses in teacher education and their impact on classroom teaching 

      Sæleset, Johannes; Friedrichsen, Patricia (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-09-16)
      Specialized science courses (SSCs) integrate content knowledge (CK) with pedagogical content knowledge (PCK) and prepare pre-service teachers (PSTs) for reform-oriented teaching. Studies of individual SSCs report positive short-term outcomes, including an increase in self-efficacy and CK. However, few studies explore the longer-term impact of SSCs on classroom teaching. We carried out an exploratory ...

    • The impact of specialised content courses on student teaching in a Norwegian teacher education programme 

      Olufsen, Magne; Karlsen, Solveig; Sæleset, Johannes; Thorvaldsen, Steinar (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-03-07)
      In recent decades, most Nordic countries have seen reforms in their teacher education programme, giving rise to an ongoing debate on these programmes’ content, structure, and quality. As part of a recent reform of teacher education in Norway, new Master’s-level programme have been introduced to educate teachers for grades 5–10, whereby pre-service teachers (PSTs) take specialised content courses and ...

    • Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies 

      Sæleset, Johannes; Friedrichsen, Patricia (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-04-27)
      In the current study, we address calls for research on the complex nature of integrations of pedagogical content knowledge (PCK) components. This is a multiple case study of six middle-school pre-service teachers (PSTs) as they taught science in their school practicum. We investigated the nature of PSTs’ integration between knowledge of students’ understanding (KSU) and instructional strategies ...

    • Quality of beginner pre-service teachers’ science instruction 

      Sæleset, Johannes; Olufsen, Magne; Karlsen, Solveig (Journal article; Tidsskriftartikkel; Peer reviewed, 2022-04-25)
      Teachers’ instructional quality is important for students’ learning outcomes, but research on beginner middle school pre-service teachers’ (PSTs’) instructional quality and development is limited. In this case study, we investigated the quality of science instruction for beginner PSTs. All the 21 science lessons of six PSTs during the school practicum in their first year in a teacher education ...

    • Teaching science with students in mind 

      Sæleset, Johannes (Doctoral thesis; Doktorgradsavhandling, 2021-10-08)
      With this thesis, I address gaps in research about how pre-service teachers (PSTs) develop and make use of knowledge for science teaching. In the project I used a qualitative case study approach to investigate seven PSTs’ science teaching, their use of pedagogical content knowledge (PCK) for pedagogical reasoning, and the sources contributing to their development of PCK. I explored how PSTs develop ...