How do we conduct our research?
The research group organises its educational resource researchers from different fields according to the categories History/Social Sciences, Education, Sports, English, Norwegian, Science and Religion. We address a number of different text and linguistic theories, such as discourse analysis, phenomenology, cognitive metaphor theory, literacy research, multimodality, narratology, pragmatics, reception theory, rhetoric, semiotics, systemic functional linguistics and text linguistics, combined with qualitative and quantitative methods that are well-established in social science research.
Educational resources can tell us a great deal about the historical context in which they have evolved, and in doing so provide us with an important basis for an understanding of the school system in the form in which we know it today. For this reason, we also conduct research into textbooks and educational resources as historical documents – texts that are the products of their time.
Research into Educational Resources and Didactics
The research group has defined the area of focus Research into Educational Resources and Didactics – a research and development programme linked to the use of educational resources in schools and the education of teaching professionals:
- Exploring Nordic Education is an anthology in English of the significance to educational resources of Nordic educational reforms. Anticipated publication: 2020
- As part of the project Practical Exegesis of Educational Resources, the objective is to investigate how educational resources influence teaching and how teaching influences educational resources. This will serve as a contribution towards the development of a general and subject-specific educational resource didactic for use in teacher training programmes.
Kari Anne Rustand: Taste og tenke, mene og mestre – en tekstanalytisk studie av konstruksjoner av norsklæreridentiteter i multimodale bloggutsnitt. Formålet er å undersøke verbale og visuelle konstruksjoner av norsklæreridentiteter i grunnskolelærerstudenters norskfaglige bloggtekster. Avhandlingen er en tekstanalytisk, kvalitativ monografi og studien er forankret i sosialsemiotikk. Det analytiske rammeverket er hentet fra blant annet Roz Ivaničs teorier om identiteter i tekst, Michael Hallidays systemisk-funksjonelle lingvistikk og Gunther Kress og Theo van Leeuwens visuelle grammatikk.
Avhandlingen ble levert i april 2019.