Deep learning in the primary school English classroom in Norway
DOI:
https://doi.org/10.7577/njcie.6176Keywords:
deep learning, deeper learning, Norway, curriculum implementation, English teachersAbstract
Deep learning or deeper learning plays an important role in curricula and educational policies, including the most recent curriculum in Norway. Nonetheless, there is scant research on how teachers perceive and work with deep learning in lower levels of education. This study is part of a longitudinal research study, “Evaluering av fagfornyelsen” (2021-2025), evaluating the implementation of the Norwegian curriculum in four subjects. This article explores nine English teachers’ conceptualizations and practices of deep learning at four primary schools in Norway. Interviews and classroom observations were used to collect data from the same teachers in two consecutive years. The findings indicate that English teachers succeed to some extent in realizing their conceptualizations of deep learning in actual classroom practices, realized through interdisciplinary themes, formative assessment, and multilingual practices. Furthermore, the teachers’ understandings of deep learning are mostly in line with educational scholars’ definitions of deep learning. The findings from this study are relevant for teachers, policymakers and teacher educators in providing knowledge about English teachers’ conceptualizations and practices of deep learning. We call for similar studies in other school subjects across educational levels and national contexts.
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