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Punktpraksis - er det noe for oss?

Hopland, Siri
Working paper
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not02_2002.pdf (212.5Kb)
URI
http://hdl.handle.net/11250/133540
Date
2002
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  • Hedmark Notat / Working papers (ISSN: 1501-8555) [90]
Abstract
Mange av dagens studenter har ikke erfaring fra jobb i

barnehage, og mange har problemer med å se sammenhengen mellom teori og

praksis. I førskolelærerutdanningen i Norge har praksis tradisjonelt vært avviklet

i flere sammenhengende uker hvert studieår. Dette FOU-arbeidet viser at praksis

blir sett på som viktig i offentlige dokumenter. Problemstillingen og hensikten

med dette arbeidet har vært å undersøke om praksis kan organiseres slik at det

fremmer forståelsen mellom teori og praksis, samt å komme med konkrete

endringsforslag i form av punktpraksis, dvs. at praksis gjennomføres over hele

studieåret. Endring av organiseringen av praksis kan også få konsekvenser for

studentenes oppgaver i praksis. Dette blir også drøftet.
 
English: The nursery school students of today lack experience from working

in nursery schools. For this reason they don´t easely see the connection between

theory and practice. Usually in Norway, the nursery school students have there

practical education in nursery schools every day for some weeks each year.

This FOU-work (R&D) shows that experience from nursery schools is seen as

important from different kind of authorities. The main question in this work has

been how to integrate theory and practise in a better way for the nursery school

students. The contribution in this report is concrete change proposal to decrease

the gap between theory and practice for the nursery school students. The

proposal is called interval practice (”punktpraksis”), i.e. practise is obtained 1-2

days a week during the whole year. This change in practice for the students will

also change the work they are doing during practise. This is called probleme

based learning, and is also elaborated in this report.
 
Series
Høgskolen i Hedmark - Notat;02/2002

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