Hvordan ser pædagogstuderendes naturfaglige kompetenceprofil ud?

Kommentar til artiklen “Pædagogers formidling af naturen til børnehavebørn” fraMONA, 2013(3

Ønsker vi reelt dygtige sciencepædagoger i dagtilbud?

Kommentar til Linda Ahrenkiel & Morten Rask Petersen: “Hvilke muligheder er der for at arbejde med science på pædagoguddannelsen?”, MONA, 2022(2)

MPs’ principals and the substantive representation of disadvantaged immigrant groups

This article provides an alternative understanding of the substantive representation of immigrant-origin citizens compared to previous work in the ‘politics of presence’ tradition. Rather than assuming that the representational activities of members of parliaments (MPs) are underpinned by intrinsic motivations, it highlights extrinsic motives. Drawing on principal–agent theory, the article conceptualises MPs as delegates who are to act on behalf of their main principals, constituents and party bodies. This approach permits the rigorous analysis of the impact of electoral rules, candidate selection methods and legislative organisation on substantive representation. Based on an analysis of more than 20,000 written parliamentary questions tabled in the 17th German Bundestag (2009–2013), empirical findings suggest that electoral rules do not influence the relationship between MPs and their principals in relation to the substantive representation of disadvantaged immigrant groups; however, results indicate that candidate selection methods as well as powerful parliamentary party group leaderships do

Kvalitet i barnehagelærerutdanning i naturvitenskap: En fellesnordisk studiemodul

This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students’ case study and a reflection talk, in natural science for the kinder-garten teacher education. The module is developed through an interdisciplinary collaboration in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module for the kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality and competence are shortly discussed. It is followed by the module’s theoretical framework. Then the study module’s development process is described accompanied by reflections of the student’s case studies in relation to the theoretical framework. At the end, the work with the study module is summarised, and the main conclusion is that the study module contributes positively to the students’ skills development, both in science and quality