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.
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
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
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
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