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Introduction:

&ldquo;Even if this part looks like a baby as compared to the two previous sections, it has some 
teeth, this one, you should be aware of that.&rdquo; 
 
This is the first sentence you will read when studying about an extraordinary 
programme our school offers. We repeat it here in an attempt to avoid you reading too 
fast through the seven pages (remember to read the photos and relate them to the 
programme). 
 
When you want to understand a programme (any programme), you should go for 
finding out what the composers have wished for the result. What do they want to 
achieve with it? What are they aiming at and how do they plan that the people in the 
programme will reach there? 
 
Some other lines, we want you to read at least twice are those: 
 
&ldquo;The program limits by frames its content and allows for students and teachers to act 
very freely inside that frame. 
 
This dialectically based and functioning interconnectivity between the limiting frame 
and the free action inside it constitutes the mechanism of and allows for the forward 
trend of the movements of the program.&rdquo; 
 
So, now you have read them for the first time.

Directive:

1. Read the pages 36-42 from the DNS-Tvind pedagogy book individually or in smaller 
groups. [10 minutes] 
 
2. Find the answers to following questions, present them to each other and discuss. By 
doing so, you construct your collective understanding and align your expectations to 
what the programme has to offer. 
&nbsp;
<div style="margin-left: 40px;">(a) What is the aim of DNS teacher training? [10 minutes] 
 
(b) What is a dialectic process? Give examples. [10 minutes] 
 
(c) What is meant by &ldquo;The program limits by frame its content and allows for 
students and teachers to act very freely inside that frame&rdquo; (page 39)? Are the 
frames up for discussion? [10 minutes] 
 
(d) Why is it a must for a future teacher to relate to the world of today during his or 
her training? [10 minutes] 
 
(e) What are your expectations from this teacher training? How do you see yourself 
after the coming three years? What will you be able to do then that you are not 
able to as of today? [10 minutes] 
&nbsp;</div>
Enjoy the discussions in your group! 
 
3. Send your answers from point 2 to your tutor for evaluation.

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