Tilpasset opplæring - økt motivasjon og mestringsforventning


  • Ingrid Gulseth Berge


Inclusive, learning, learning styles, indirect approach, narratives, motivation, self-efficacy.


The basis of this article is findings from interviews with young people seen through the lenses of socio-cultural theory, inclusive learning and different learning styles. As part of the Erasmus+ project, Marginalisation and Co-created Education (MaCE), the aim with the interviews is to hear young people’s own stories about their education. The method is qualitative interviews with an unstructured form. With few planned questions and an indirect approach, the interview was more like a conversation that allowed the young people to speak freely about what they found important. This article is based on three interviews from the MaCE project where the informants talked about inclusive learning and how they benefited more from a practical teaching style, rather than a theoretical teaching style. Through their narratives, inclusive learning as a principle in the Norwegian school system will be highlighted. What kind of adjustments the young informants experienced throughout school and what thoughts they had about their preferred way of acquiring knowledge will emerge from the analysis. It will then be discussed whether the teaching program was adapted in terms of their learning style and further on how this may have influenced their motivation and self-efficacy.