Transforming University-based Teacher Education through Innovation
Routledge (Verlag)
978-1-032-66789-8 (ISBN)
Presenting research findings from a 10-year funded period of innovation and practice, the book discusses the implementation and dissemination of successful innovations to other teacher education institutions, both national and international. Led by direct experiences combined with empirical results, chapters explore a variety of methods that promote best practice within universities and higher education programmes. These include the progression and coherence in programme design, the relationship and partnerships between university campus and schools, teachers’ professional identities and communities, integrated teacher education, and the advantages of using video technology in teaching practice for a digital future.
Ultimately serving as a useful tool for research-based knowledge to inform policy development, this book will be of interest to researchers, scholars, and postgraduate students in teacher education, higher education, and teacher reform more broadly. Those interested in research design will also find the book useful.
The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons (CC-BY) 4.0 license.
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.
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
| Erscheinungsdatum | 11.04.2024 |
|---|---|
| Reihe/Serie | Routledge Research in Teacher Education |
| Zusatzinfo | 11 Tables, black and white; 10 Line drawings, black and white; 5 Halftones, black and white; 15 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 453 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| ISBN-10 | 1-032-66789-3 / 1032667893 |
| ISBN-13 | 978-1-032-66789-8 / 9781032667898 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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