Transforming University-based Teacher Education through Innovation

ISBN-13: 9781032667898 / Twarda / 2024 / 264 str.

Opis

This Norwegian-led, internationally relevant edited collection provides new insights into the transformation of teacher education programmes of the future by collating novel and cutting-edge innovations gleaned from ProTed, the Centre for Professional Learning in Teacher Education in Norway.

Spis treści

Part 1– Development of integrated teacher education in Norway

 

1.Transforming teacher education through innovation 

 

2. Quality in Teacher Education Programs 

 

3. Five-year integrated research-based teacher education for primary and secondary school  

 

4. Coherence in teacher education – a case of research-based reform.   

 

5. Transforming teacher education to the master’s degree level, an experiment  

 

Part 2 – Research Literacy in Teacher Education

 

6. Using Research and Development to establish coherence in teacher education   

 

7. Relevance of the master’s thesis for becoming a professional teacher 

 

8. Student teachers as co-researchers. Connecting research and education in the Co-research model 

 

9. Multilingualism as a theme for the master’s thesis investigation  

 

10. Master thesis as boundary crossing mediating artefacts 

 

Part 3 – Bridging the gap between campus and schools (theory and practice)

 

11. Transformative partnerships with university schools 

 

12. School based mentoring tools combining research knowledge, student teachers’ needs and mentors’ professional judgement  

 

Part 4 – Development of Professional Identity

 

13. Promoting professional identity development: Teachers as mentors on campus  

 

14. Shaping professional identity in the early days of teacher education 

 

Part 5 – Video as a means of connecting coursework to teaching practice

 

15. Video as a tool to connect coursework to teaching practice: Learning to reason around specific teaching practices  

 

16. Using authentic practice videos in formative assessment in teacher education  

 

Part 6 – Epilog

 

17. Epilog: Teachers as epistemic change agents

O autorze

Ida K. Riksaasen Hatlevik is Professor of Pedagogy, University of Oslo, Norway.

Rachel Jakhelln is Professor of Pedagogy, UiT The Arctic University of Norway, Norway.

Doris Jorde is Emeritus Professor of Science Education, University of Oslo, Norway.