Publikationer

Communication | Formidling

Greenland, the world’s largest island, has more than 50 settlements and towns scattered along the coastline, from Siorapaluk in the very north to Aappilatoq more than 2.100 km further south. The vast distances between settlements pose logistical challenges for both schools and for teacher education.… Greenland, the world’s largest island, has more than 50 settlements and towns scattered along the coastline, from Siorapaluk in the very north to Aappilatoq more than 2.100 km further south. The vast distances between settlements pose logistical challenges for both schools and for teacher education. Greenland has immense social problems; many children grow up in homes with alcoholism, abuse and violence. The cultural distance between pupils and schooling is often also an issue. Many school-related challenges concern schools’ management, and teachers’ competencies. Teacher shortage, especially in smaller settlements, is a significant problem. Furthermore, teachers are expected to teach a variety of subjects that they are not trained to teach. On top of the challenges to primary and lower secondary schooling, there is a lack of Greenlandic teachers at the higher secondary school level, caused by the unavailability of sufficiently educated teachers from Greenland. Moreover, teacher education faces challenges in creating the conditions needed for interaction between theory and practice. The country has a colonial past but attained self-rule status in 2009. The purpose of this chapter is to explore the evolution of Greenlandic education and further explore the development of Greenlandic teacher education and its challenges. Læs mere

Research | Forskning - peer review

We describe findings from an exploratory study on Greenlandic and Canadian preservice teachers’ (PSTs’) views on climate change teaching and teacher education programs. Greenland and Canada are experiencing more rapid warming than the global average. Climate resilience is thus of great importance an… We describe findings from an exploratory study on Greenlandic and Canadian preservice teachers’ (PSTs’) views on climate change teaching and teacher education programs. Greenland and Canada are experiencing more rapid warming than the global average. Climate resilience is thus of great importance and climate change needs to be taught to foster innovations and adaptation and to prepare young citizens to be engaged participants in policy debates about mitigation. Forty-five PSTs at the University of Greenland and Lakehead University answered a survey comprised mainly Likert Scale and open-ended questions. We found that PSTs need more knowledge about climate change, while, across disciplines, almost all would like to teach climate change and believe that preparing to do so should be a part of initial teacher education. Læs mere

Research | Forskning - peer review

Presentation of work in progress: Research project about new solutions for teacher education as distance education in Greenland.

Research | Forskning - peer review

The teacher education has been offering correspondence education for two decades. But didactical possibilities from digital solutions has yet to be explored and taken advantage of. Distance education is expected to show more potential in the Greenlandic educational system in the future. From fall 20… The teacher education has been offering correspondence education for two decades. But didactical possibilities from digital solutions has yet to be explored and taken advantage of. Distance education is expected to show more potential in the Greenlandic educational system in the future. From fall 2017 a fresh start has been launched utilizing a hybrid educational format. Læs mere

Research | Forskning

As part of research based on Øgaards ph.d. dissertation (Øgaard 2015) on distance teaching in school, pupils in a small settlement in the Disko Bay where connected with an educated sloyd teacher working in the nearest town. Assignments, projects and results from the pupils where distributed through… As part of research based on Øgaards ph.d. dissertation (Øgaard 2015) on distance teaching in school, pupils in a small settlement in the Disko Bay where connected with an educated sloyd teacher working in the nearest town. Assignments, projects and results from the pupils where distributed through the use of iPads and internet. An important part of the didactical design was small workbenches and selected tools developed for the project to frame and support sloyd as distance teaching. The teaching took place october- december 2018. The didactical design has been working very well. On request from the local headteacher the sloyd distance teaching will continue. Following Øgaards research, distance teaching in schools is studied for progressive and didactical developmental components. Distance teaching is usually associated with high priority school subjects like math and language. Choosing sloyd as a subject for distance teaching is, beside support of sloyd as a school subject, also an effort to stretch and challenge the possibilities with distance teaching in schools, for its support of didactical and pedagogical development. Læs mere