Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology

Foreword

Auli Toom

Part 1– Development of integrated teacher education in Norway

1.Transforming teacher education through innovation 

Ida K. Riksaasen Hatlevik, Rachel Jakhelln, and Doris Jorde  

2. Quality in Teacher Education Programs 

Ida K. Riksaasen Hatlevik 

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

Ida K. Riksaasen Hatlevik, Rachel Jakhelln, and Doris Jorde  

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

Inga Staal Jenset, Kirsti Klette, Karen Hammerness & Esther Canrinus 

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

Rachel Jakhelln and Siw Skrøvset 

Part 2 – Research Literacy in Teacher Education

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

Ove Gunnar Drageset, Kari-Anne Sæther, Yngve Antonsen, Annfrid Rosøy Steele, Siw Turid Killengreen and Astrid Unhjem 

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

Kari-Anne Sæther, Yngve Antonsen and Ove Gunnar Drageset 

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

Lisbeth M. Brevik 

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

Joke Dewilde 

10. Master thesis as boundary crossing mediating artefacts 

Annelise Brox Larsen, Tove Elinor Holmbukt, Rachel Jakhelln, and Minjeong Son 

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

11. Transformative partnerships with university schools 

Ida K. Riksaasen Hatlevik, Tone Malmstedt Eriksen, Tove Seiness Hunskaar, Annfrid Rosøy Steele, Astrid Unhjem, and Gørill Warvik  Vedeler  

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

Eli Lejonberg, Katrine Nesje, Tove Hunskaar, and Eyvind Elstad  

Part 4 – Development of Professional Identity

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

Ida K. Riksaasen Hatlevik and Eli Lejonberg 

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

Anne Eriksen, Tove Leming and Siw Skrøvset

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  

Inga Staal Jenset  

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

Katrine Nesje and Torunn Aanesland Strømme 

Part 6 – Epilog

17. Epilog: Teachers as epistemic change agents

Andreas Lund

Biography

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.