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- Trial lecture starts at: 10:00
- Public defence starts at: 12:00
Title of trial lecture:
Disputation chair: PhD programme leader Årstein Justnes
Assessment committee:
- First opponent: Professor Emerita Karin Rönnermann, Gothenburgs University
- Second opponent: Assistent professor Torbjørn Lund, Universitety of Tromsø
- Chair of assessment committee: Assistent professor Andreas Reier Jensen, UiA
Supervisors in the doctoral work:
- Main supervisor: Professor Jorunn Midtsundstad, UiA
- Co-supervisor: Professor Irene Trysnes, UiA
Summary of thesis
This thesis explores how the development and implementation of a local curriculum in the subject "Work Life" (arbeidslivsfaget) can contribute to pupils’ self-efficacy through a pedagogical action research project. The study has a dual purpose: to investigate pupils’ perspectives on what promotes self-efficacy in the subject, and to develop knowledge about how teachers can facilitate these processes through local curriculum development.
The thesis is grounded in Bandura’s theory of self-efficacy, alongside related research that offers concrete approaches to teaching that strengthen pupils’ self-efficacy (Bandura, 1997; Usher et al., 2023). The development of the local curriculum is viewed considering the experienced curriculum (Goodlad, 1979), which unfolds in the space between national guidelines and what occurs in teaching practice (Karseth & Sivesind, 2010). The empirical foundation stems from a development process in which teachers and pupils actively participated in the planning, implementation, and evaluation of a local curriculum. The data material consists of observations, interviews, focus groups, mapping forms, field notes, pupil work, and other written materials from the development process, analysed through reflexive thematic analysis and didactic analysis.
The findings show that a practical subject alone is not sufficient to foster pupils’ self-efficacy, even among those who prefer practical activities. The development of pupils’ self-efficacy must be understood at the intersection of curriculum intentions, teacher practice, and pupil experiences. Teacher support for personal mastery experiences emerges as crucial, and the nature and relevance of tasks are of highly meaningful. Pupil participation strengthens ownership and motivation, while work experience placements can provide authentic mastery experiences in real-life contexts. The findings indicate that gender roles must be challenged, as the tasks appeared largely tailored to boys and influenced by teachers’ personal interests and competencies. Furthermore, the need for an assessment practice that is process-oriented and contributes to a mastery-oriented learning environment is highlighted.
The results suggest that efforts to develop a more practice-oriented school may paradoxically reproduce social inequality by favouring pupils who have access to practical resources and networks at home. This challenge is particularly evident in a time when fewer young people acquire practical skills in everyday life, as highlighted in Norwegian White Paper No. 34 on a more practically oriented school (Meld. St. 34 (2023–2024)).
The study introduces three concepts: work life-competence, expressions of participation, and pupil profiles, which contribute to an expanded understanding of the research problem. The development of a local curriculum resulted in a mastery-oriented didactic planning model. In this model, the goal of strengthening pupils’ self-efficacy is placed at the centre, organising content, working methods, and assessment through pupils’ experiences and participation.
This thesis contributes to a more nuanced understanding of what a “more practical school” entails and challenges the assumption that practical subjects alone are sufficient to increase pupils’ motivation. Working life can be a key arena for mastery for pupils in the subject “Work Life”. At the same time, the voice of employers is absent from the analysis, highlighting the need for further development and research into the collaboration between lower secondary schools and local labour market to support pupils’ self-efficacy across two distinct learning arenas.
What to do as an online audience member
The disputation is open to the public. To follow the trial lecture and the public defence online, register on Zoom.
We ask online audience members to join no earlier than 10 minutes in advance. After these times, you can leave and rejoin the meeting at any time.
Opponent ex auditorio:
Deadline for the public to pose questions is during the break between the two opponents. Questions ex auditorio can be submitted to disputation chair.
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