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Feedback and Assessment in the New Kindergarten Teacher Education in Norway
2017
Universal Journal of Educational Research
This paper investigates the feedback and assessment routines that are being established in the subject of pedagogy in the new model of Kindergarten Teacher Education (Barnehagelaererutdanning -BLU) in Norway. This scope is chosen due to the particular role of the subject of pedagogy in strengthening the understanding of the practice field, and in ensuring a coherent, professionally oriented perspective. The data comprise group interviews with three pedagogy teachers, two pedagogues from
doi:10.13189/ujer.2017.050713
fatcat:3hknnx2krvcxdogctmxioxybla