Thomas Leming Grønset
Biographic Data
| ID | 9509245 |
|---|---|
| NAME | Thomas Leming Grønset |
| GIVEN NAMES | Thomas Leming |
| FAMILY NAME | Grønset |
| SIGNATURE | GRØNSET T L |
| AFFILIATIONS | University of Bergen |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Pre-service teachers’ forms of reasoning in discussions of ethical cases
This article contributes to the field of professional ethics in teacher education by presenting findings from a qualitative study of Norwegian first- and fourth-year pre-service teachers’ discussions of ethical cases. Analytical attention is on the forms of reasoning and concept use in these discussions. Theoretically, the article applies an Aristotelian perspective on forms of reasoning, contrasting phronesis (moral reasoning) with techne (pragm…
Connecting disciplinary knowledge content and students’ lifeworld experience
This article examines history teachers’ experiences as curriculum makers, focusing on how they connect disciplinary knowledge content to students’ lifeworld experience. By examining how teachers transform institutional curriculum guidelines to create educational encounters with disciplinary knowledge content, this article contributes to the ongoing debate regarding whether teaching powerful knowledge demands connections to students’ lifeworld exp…
No prominent works on this page.
Pre-service teachers’ forms of reasoning in discussions of ethical cases
This article contributes to the field of professional ethics in teacher education by presenting findings from a qualitative study of Norwegian first- and fourth-year pre-service teachers’ discussions of ethical cases. Analytical attention is on the forms of reasoning and concept use in these discussions. Theoretically, the article applies an Aristotelian perspective on forms of reasoning, contrasting phronesis (moral reasoning) with techne (pragm…
Connecting disciplinary knowledge content and students’ lifeworld experience
This article examines history teachers’ experiences as curriculum makers, focusing on how they connect disciplinary knowledge content to students’ lifeworld experience. By examining how teachers transform institutional curriculum guidelines to create educational encounters with disciplinary knowledge content, this article contributes to the ongoing debate regarding whether teaching powerful knowledge demands connections to students’ lifeworld exp…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Content (measure theory) (1 work) · Curriculum (1 work) · Curriculum studies (1 work) · Discipline (1 work) · Education and Critical Thinking Development (1 work) · Educational Theory and Curriculum Studies (1 work)