Transforming University-Based Teacher Education Through Innovation A Norwegian Response to Research Literacy, Integration and Technology
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.
| Otros Autores: | , , |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Abingdon, England :
Routledge
[2024]
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| Edición: | First edition |
| Colección: | Routledge research in teacher education.
|
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009813839706719 |
Tabla de Contenidos:
- Cover
- Half Title
- Series Page
- Title Page
- Copyright Page
- Table of Contents
- Foreword
- References
- List of contributors
- Part I: Development of integrated teacher education in Norway
- Chapter 1: Transforming teacher education through innovation
- Introduction
- Transforming teaching quality in schools through university-based teacher education
- National Center of excellence in teacher education: A driving force for transforming teacher education in Norway
- Thematic areas in the anthology
- Development of integrated teacher education
- Research literacy in teacher education
- Bridging the gap between the university campus and schools
- Development of professional identity
- The digital future: Video as a means of connecting coursework to teaching practice
- Lessons learned
- References
- Chapter 2: Quality in teacher education programs
- Introduction
- Describing quality in teacher education
- A transformative perspective on teacher education
- Quality dimensions and features of teacher education
- Program quality-What precedes the actual educational provision (outer circle)
- Program coherence and integration
- Quality work
- Transformative partnerships with schools
- Professional knowledge base
- Continuing education of teacher educators
- Process quality-What goes on as student teachers learn (middle circle)
- Student teachers' agency and study engagement
- Learning opportunities on campus and in schools
- On-campus teaching
- Practical training and mentoring in schools
- Summary
- Acknowledgments
- Note
- References
- Chapter 3: Five-year integrated research-based teacher education for primary and secondary school
- Introduction
- The Norwegian teacher education context of today.
- Five-year Master of Education programs for primary and lower secondary schools, exemplified by the UiT model
- Five-year Master of Education programs for secondary schools, exemplified by the UiO model
- References
- Chapter 4: Coherence in teacher education: A case of research-based reform
- Introduction and background for the reform
- Reform processes
- Components of the reform
- Redesign of coursework
- Redesign of school practice
- New assignments and exams
- Impact of the reform: Monitoring redesign through research
- Implications and lessons learned
- Note
- References
- Chapter 5: Transforming teacher education to the master's degree level, an experiment
- Introduction
- A period of several reforms
- Strong criticism of previous programs
- Merging of two TE institutions and two TE traditions
- The development of The Pilot
- Inspired by Finland
- A thorough process involving many teacher educators in developing The Pilot
- Collaboration between university and schools
- The design and progression of The Pilot's two study programs
- Experiences and challenges
- Integration and progression
- Professional and research-based competence
- Research-based TE and improved practice quality
- Reflections and conclusions
- References
- Part II: Research literacy in teacher education
- Chapter 6: Using research and development to establish coherence in teacher education
- Introduction
- Coherence and agency in teacher education
- The Innovation: Presentation and description of the UiT R&
- D Stairway
- The core ideas of the UiT R&
- D Stairway
- Establishing a shared vision
- Coherence between R&
- D, theoretical knowledge, and practicum in school
- Student evaluation
- Discussion and concluding remarks
- References
- Chapter 7: Relevance of the master's thesis for becoming a professional teacher.
- Introduction
- Study 1 Master thesis - methods, themes and approaches
- Variation in methods
- Variation in thematic focus
- Variation in approaches
- Study 2 Relevant Master Education for Teachers (RELEMAST)
- Inquiry orientation
- Subject-specific thesis
- Basic themes thesis
- Alternative teaching thesis
- School development thesis
- The not-yet-relevant thesis
- Discussion and concluding remarks
- References
- Chapter 8: Student teachers as co-researchers: Connecting research and education in the Co-research model
- Introduction
- 'Student teachers as co-researchers' versus 'participants as co-researchers'
- 'Consumption of research' versus 'engagement with and in research'
- Connecting research and education
- The Co-research model
- Model 1: Co-research in university seminars
- Model 2: Co-research as formative assessment
- Model 3: Co-research as data collection
- Model 4: Co-research in MA theses
- Co-researchers' reflections on the learning environment
- Summary and conclusion
- References
- Chapter 9: Multilingualism as a theme for the master's thesis investigation
- Introduction
- Development, design, and content of Mi Lenga
- Research on Mi Lenga
- Presentation of relevant data and analysis
- Beliefs about multilingualism as a potential resource for teaching and learning
- The impact of practice and the research community on student teachers' beliefs
- Summary and conclusion
- Notes
- References
- Chapter 10: Master thesis as boundary crossing mediating artifacts
- Introduction
- Discussion of context and theoretical approach
- Design, content, and development
- How we collected our data
- Tripartite meetings and results
- The possible outcome of tripartite supervision
- Reflections
- Summary and conclusion
- References.
- Part III: Bridging the gap between campus and schools (theory and practice)
- Chapter 11: Transformative partnerships with university schools
- Introduction
- ProTed's research-based model for transformative partnerships with university schools
- Collaboration on the management of teacher education programs
- Collaboration on the development and implementation of teacher education programs
- Dialogue seminar
- Collaboration on research and development
- Research and development (R&
- D) circles
- Dialogue café
- Concluding remarks
- Acknowledgments
- References
- Chapter 12: School-based mentoring tools combining research knowledge, student teachers' needs, and mentors' professional judgment
- Introduction
- Tools for Mentoring: Presentation of innovations and grounding evidence
- Decision simulator
- Response tools
- Practice videos
- Discussions and implications
- Concluding remarks
- References
- Part IV: Development of professional identity
- Chapter 13: Promoting professional identity development: Teachers as mentors on campus
- Introduction
- Development, design, and content of the mentoring program
- Research on the mentoring program
- Presentation of relevant data and analysis
- Learning activities with professionally relevant content facilitating social integration
- Student-active and transformative learning activities promoting teacher identity development
- Experienced and mentor educated teachers serve as role models
- Mentors' professional development
- Clear dissemination of the mentorship program's contributions beyond the ordinary study program
- Summary and concluding remarks
- References
- Chapter 14: Shaping professional identity in the early days of teacher education
- Introduction
- Development and design of the introductory program
- Content of the introductory program
- Dialogue café.
- Workshops in communication
- Subject presentations
- School visits
- Social activities
- Activities in music and art
- Study information
- Final day
- Discussion of research methods
- Presentation of relevant data and analysis
- Knowledge about content in the teacher education program and profession
- Collaboration and relationships
- Incentives and motivation for becoming a teacher
- Summary and conclusions
- Notes
- References
- Part V: Video as a means of connecting coursework to teaching practice
- Chapter 15: Video as a tool to connect coursework to teaching practice: Learning to reason around specific teaching practices
- Introduction
- Innovation
- Discussion of methodological approach
- Findings: Reasoning around videos during coursework
- Descriptions and interpretations with and without evidence: Connecting theory and practice
- Interpretations with attention to contextual factors: Attention to a generalized student and the purpose of the lesson
- Rare occasions of prediction of student learning
- Decision-making in the form of suggested alternative teacher actions
- Implications for teacher education and further research
- Note
- References
- Chapter 16: Using authentic practice videos in formative assessment in teacher education
- Introduction
- The use of video in teacher education
- Formative assessment in teacher education
- Discussion of methodological approach
- Empirical context
- Methods and sample
- Analytical approach
- What did we find?
- Excerpt 1: Cumulative talk in student teachers' peer-feedback conversations
- Excerpt 2: Exploratory talk in student teachers' peer-feedback conversations
- Discussion
- Concluding remarks
- Note
- References
- Part VI: Epilog
- Chapter 17: Epilog: Teachers as epistemic change agents
- Then and now
- Agents and artifacts
- Beyond ProTed.
- The transformative teacher.
