Remediating deficits? Problem representations in Norwegian policies for newly qualified teachers
Author:
Affiliation:
1. Department of Education, UiT The Arctic University of Norway, Tromsø, Norway
Funder
The Research Council
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/02680939.2024.2380761
Reference56 articles.
1. Solo, collaborative or collective? Newly qualified teachers’ experiences of being stirred into induction practices
2. Antonsen Y. R. Jakhelln and K. E. W. Bjørndal. 2022. “Slik kan lærere få en bedre yrkesstart.” https://www.utdanningsnytt.no/femarig-mastergrad-grunnskolelaerer-nyutdannet/slik-kan-laerere-fa-en-bedre-yrkesstart/330495.
3. Asdal, K., and H. Reinertsen. 2021. Doing Document Analysis: A Practice-Oriented Method. California: Sage.
4. Bacchi, C. 2009. Analysing Policy. Melbourne: Pearson Higher Education AU.
5. Bringing a ‘What’s the problem represented to be?’ approach to music education: a national plan for music education 2022
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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