1st Edition
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.
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.
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.
