ABSTRACT

In recent decades, research on plagiarism has helped to raise awareness of the complex and multifaceted nature of plagiarism. Yet despite these strides, several influential academic contexts have yet to be examined. The purpose of this qualitative study was to examine pre-service teachers’ conceptions of plagiarism at a university in Norway, a country largely excluded from these studies, in part because of its non-EU membership status. Results showed that while students understood several basic elements of plagiarism, their own definitions were narrow in scope, highlighting traditional viewpoints such as plagiarism as transgression. Results also revealed that students’ concerns regarding plagiarism aligned with establishing a moral identity as a writer rather than situating plagiarism within the greater context of proper academic writing. Pedagogical implications are discussed.

摘要

近几十年来，对剽窃的研究有助于提高人们对剽窃的复杂性和多面性的认识。然而，尽管取得了这些进步，一些有影响力的学术背景仍有待研究。这项定性研究的目的是检查挪威一所大学的职前教师对剽窃的概念，该国很大程度上被排除在这些研究之外，部分原因是其非欧盟成员国身份。结果表明，虽然学生了解抄袭的几个基本要素，但他们自己的定义范围很窄，突出了抄袭等传统观点。结果还表明，学生对剽窃的担忧与建立作家的道德身份一致，而不是将剽窃置于适当学术写作的更大背景下。