Hvordan har didaktiske dilemma i undervisningsplanlegging konsekvenser for literacy-praksis? – et eksempel fra et geogra...
When new ideas or curriculum find their way into schools, it is the teachers’ job to transform them into teachable units. Transformations demand ongoing choices in dilemmas between structure and improvisation. This study examines one lower secondary school teacher’s planning and enactment of a unit in geography through participant observation and i...
