Das Universitätsschulmodell in Norwegen: Ein praxisnaher und forschungsbasierter Ansatz in der Lehrer:innenbildung

Autor/innen

DOI:

https://doi.org/10.36950/bzl.42.3.2024.10378

Schlagwörter:

Mentoring, Universitätsschulen, Qualität in der Lehrer:innenbildung

Abstract

Die Bedeutung von praxisrelevanter und forschungsbasierter Lehrer:innenbildung wird sowohl in der nordischen als auch in der internationalen Bildungsforschung hervorgehoben. Der vorliegende Beitrag stellt das Modell der Universitätsschulen in Norwegen als Beispiel für einen solchen Ansatz vor. In der ersten Phase der Umsetzung des Modells wurde die Entwicklung von Forschungs- und Mentoringkompetenzen von Lehrpersonen der Schulen unterstützt. Die Beratung von Studierenden während des Praktikums stellt ein wesentliches Element für die Verbindung von Theorie und Praxis in der Ausbildung dar. Um dies sicherzustellen, müssen die Praktikumslehrpersonen entsprechend qualifiziert sein. Unter Berücksichtigung theoretischer Perspektiven zur Qualität der Lehrer:innenbildung wird erörtert, wie das Modell die Entwicklung einer praxisrelevanten und forschungsbasierten Lehrer:innenbildung unterstützt. Anhand von Evaluationsdaten werden die Herausforderungen und der Beitrag zu einer wirksamen Lehrer:innenbildung kritisch analysiert und diskutiert.

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Autor/innen-Biografie

  • Lise Vikan Sandvik, Norwegian University of Science and Techonolgy
    Academic interests

    I am a professor in Education at Department of Teacher Education, NTNU. My professional field of interest is mainly revolved around issues of educational assessment, professional development, foreign language didactics, teacher education and partnerships in education.

    Teaching interests

    I am the course coordinator and teach the PhD course "Assessment and Evaluation in Education: Policy, Research, and Practice”. I also coordinate and teach the course “Assessment in language learning. This course is part of the master in didactics. In addition, I am involved in ad hoc teaching activities in other teacher education programmes and for schools and municipalities in Norway. I supervise PhD candidates and master students. I am also involved in several professional development project in lower and upper secondary schools in several regions.

    Background

    I started working at NTNU in 2007. In 2011 I defended my PhD in foreign language didactics on professional development of assessment practices. I served as deputy head of Department of Teacher Education, NTNU, from 2013 – 2016. From 2022 to 2023 I was member of an Official Norwegian Report commitee on the national quality system in education in Norway.

    Before I started my acamdic career I was employed as teacher in lower and upper secondary schools.

    Service
    • 2022 – 2023: Member of an Official Norwegian Report Commitee on the national quality system in education in Norway.
    • Member of the council for national exams, The Norwegian Directorate for Education and Training
    • Member of the steering group for Association for Educational Assessment – Europe, SIG Assessment Cultures
    • Elected member of the board for the Department of Teacher Education, NTNU
    • Member of the Research Committee for the Department of Teacher Education, NTNU
    • Head of the research group PLAC, NTNU, holding several external financed projects
    • Member of the editorial board in the journal Acta Didactica Norden, UiO, Norway
    Research collaborations and projects

    I am deputy head of the research project Going Gradeless (funded by the Norwegian Research Council). Grading has been a key component of assessment systems for hundreds of years. However, researchers and teachers have reimagined the role of assessment in education, leading to teachers "going gradeless" (reducing or eliminating grading). The purposes are many: promoting learning, improving feedback, or increasing student motivation. Reducing grading could impact students in a positive way but could also have unintended or unforeseen consequences. Nevertheless, we do not know what happens when teachers go gradeless. How is going gradeless practiced in schools, and how is it experienced by students and teachers? The Going Gradeless project will answer these questions. 

    I am the head of the research project Final Assessment (Standpunktprosjektet). This is a research project at NTNU conducted on behalf of the Norwegian Directorate for Education and Training. One of the purposes of the project is to investigate the use of texts concerning both ongoing and final assessment (assessment texts) in the curricula, in addition to characteristics of goal achievement. A central objective is to explore how teachers perceive the usefulness of these texts in practice and in what ways teachers utilize them in assessment work. Another central goal is to examine teachers' practices and processes related to final assessment.

    I am involved in the research project “Long-Term Assignment” at NTNU, conducted on behalf of the Norwegian Directorate for Education and Training. One of the purposes of the project is to investigate how teachers, students and school leaders perceive the process of implementing alternative assignments long-term assignments in their schools. The overall goal of the research project is to examine whether long-term assignments can be an alternative to traditional exams in lower and upper secondary schools.

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Veröffentlicht

2025-03-25

Ausgabe

Bd. 42 Nr. 3 (2024): Evidenzorientierung in der Lehrerinnen- und Lehrerbildung

Rubrik

Beitrag in Themenheft

Lizenz

Copyright (c) 2025 Lise Vikan Sandvik

Creative Commons License

Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.

Zitationsvorschlag

Sandvik, L. V. (2025). Das Universitätsschulmodell in Norwegen: Ein praxisnaher und forschungsbasierter Ansatz in der Lehrer:innenbildung. BzL - Beiträge Zur Lehrerinnen- Und Lehrerbildung, 42(3), 287-302. https://doi.org/10.36950/bzl.42.3.2024.10378