scholarly journals Established and evolving ways of linking to practice in teacher education: Findings from an international study of the enactment of practice in teacher education

2017 ◽  
Vol 11 (3) ◽  
pp. 9
Author(s):  
Kirsti Klette ◽  
Karen Hammerness ◽  
Inga Staal Jenset
Keyword(s):  
Teacher Education ◽  
Survey Data ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
International Study ◽  
Analytical Framework ◽  
Observation Data ◽  
International Programs ◽  
Education Practice ◽  
Successes And Challenges

AbstractWorldwide, teacher educators and policymakers call for teacher preparation that is more deeply linked to practice. Yet, we know little about how such linkages are achieved within different international programs. We examine the degree to which programs provide opportunities to learn that are grounded in practice. We report on survey data (n = 486 teacher candidates) from five pro-grams in Finland, Norway, California, Chile, and Cuba, and observation data from the methods courses (n = 104 hours) in six programs in Finland, Norway, and California. Using an analytical framework decomposing the conception of ‘opportunities that are grounded in practice’ in teacher education, this article provides evidence regarding the successes—and challenges—concerning incorporating practice in teacher education. These findings suggest that some ways of linking to practice in teacher education seem to be established, while others are still evolving.Keywords: teacher education, practice, coursework, comparative research Delvis etablert, delvis i utvikling: Funn fra en internasjonal studie om koblinger til praksis i lærerutdanningenSammendragLærerutdannere og politikere over hele verden etterlyser en mer praksisbasert lærerutdanning med tydelige koblinger til praksis. Likevel vet vi lite om hvordan slike koblinger ser ut i ulike lærerutdanningsprogram internasjonalt. I denne artikkelen undersøker vi i hvilken grad ulike lærerutdanningsprogram tilbyr studentene praksisbaserte læringsmuligheter. Studien bygger på survey data (n = 486 lærerstudenter) fra fem lærerutdanningsprogram i Finland, Norge, California, Chile og Cuba, og observasjonsdata fra fagdidaktikkurs (n = 104 timer) i seks program i Finland, Norge og California. Ved hjelp av et analytisk rammeverk som operasjonaliserer konseptet ‘praksisbaserte læringsmuligheter’, viser denne artikkelen til suksesser – og utfordringer – med å innlemme praksis i lærerutdanningen. Funnene indikerer at det finnes etablerte måter å koble til praksis på i lærerutdanningen, mens andre fremdeles er i utvikling.Nøkkelord: lærerutdanning, praksis, undervisning på campus, komparativt design

scholarly journals Grounding Teacher Education in Practice Around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States

2017 ◽  
Vol 69 (2) ◽  
pp. 184-197 ◽  
Author(s):  
Inga Staal Jenset ◽  
Kirsti Klette ◽  
Karen Hammerness
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Analytical Framework ◽  
The United States ◽  
Teacher Education Programs ◽  
Observation Data ◽  
International Programs ◽  
Policy Makers ◽  
Education Coursework ◽  
Successes And Challenges

Worldwide, teacher educators and policy makers have called for teacher preparation that is more deeply linked to practice. Yet we know little about how such linkages are achieved within different international programs. We examine the degree to which programs provide opportunities to learn that are grounded in practice, during university coursework. We report on observation data ( N = 104 hr) from the methods courses in six programs in Finland, Norway, and California. Using an analytical framework decomposing the conception of “grounding in practice” in teacher education, this article provides evidence regarding the successes and challenges of incorporating practice in teacher education.

scholarly journals Diversity in Coherence: Strengths and Opportunities of Three Programs

2017 ◽  
Vol 70 (3) ◽  
pp. 192-205 ◽  
Author(s):  
Esther T. Canrinus ◽  
Kirsti Klette ◽  
Karen Hammerness
Keyword(s):  
United States ◽  
Teacher Education ◽  
Student Teachers ◽  
Survey Data ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Field Placement ◽  
Potential Improvement

Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators

2018 ◽  
Vol 69 (2) ◽  
pp. 140-153 ◽  
Author(s):  
Lorena Guillen ◽  
Ken Zeichner
Keyword(s):  
Teacher Education ◽  
Pacific Northwest ◽  
Teacher Candidates ◽  
Research University ◽  
Teacher Educators ◽  
Local Community ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based ◽  
The Pacific

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of partnerships between teacher education programs and local communities, we report the findings of a study of the perspectives of these community mentors on their work with teacher candidates and university teacher educators.

From Collaborative Inquiry to Critical, Project-Based Clinical Experiences

2018 ◽  
pp. 89-116
Author(s):  
Kristien Zenkov ◽  
Seth A. Parsons ◽  
Audra K. Parker ◽  
Elizabeth Levine Brown ◽  
Lois A. Groth ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Clinical Approach ◽  
Clinical Experiences ◽  
University Partnerships ◽  
Education Practice

Unprecedented and long-overdue attention has recently been given to the role of field-based clinical experiences in teacher preparation. Traditional models of university coursework disconnected from real world field-based clinical experiences serve neither prospective teachers nor PreK-12 students. This chapter presents a broader notion of field-based teacher preparation structures occurring in school-university partnership contexts and professional development schools, with the authors drawing from data of four field-based experiences, which fall along a continuum of partnership, from three teacher education programs at two universities. These partnerships illustrate a developmental framework for building mutually beneficial relationships that enhance the engagement of all stakeholders and acknowledge the need for differentiation in teacher education practice. A pathways orientation to school-university partnerships/PDSs and a project-based clinical approach offer chances to develop mutually beneficial learning opportunities for PreK-12 students and teacher candidates.

Digital Storytelling in Teacher Education

2011 ◽  
pp. 235-237 ◽  
Author(s):  
Vivian H. Wright
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Digital Storytelling ◽  
Teacher Education Programs ◽  
Instructional Tool ◽  
Education Programs ◽  
Technology Tools ◽  
Learning Productivity

In teacher education programs, there is a consistent need to locate and to recommend to teacher educators, teacher candidates, and in-service teachers, viable technology tools and concepts that can be used in the classroom. Digital storytelling is a concept that is growing in popularity and one which offers versatility as an instructional tool. This chapter presents information and ideas on how to facilitate learning, productivity, and creativity through a variety of digital storytelling classroom uses.

scholarly journals How Do Physics Teacher Candidates Substantiate Their Knowledge? An Analytical Framework for Examining the Epistemic Dimensions of Content Knowledge in Higher Education

2019 ◽  
Vol 9 (2) ◽  
pp. 120
Author(s):  
Maija Nousiainen ◽  
Heidi Hyytinen ◽  
Elina Palmgren ◽  
Auli Toom
Keyword(s):  
Content Knowledge ◽  
Teacher Candidates ◽  
Conceptual Knowledge ◽  
Teacher Educators ◽  
Analytical Framework ◽  
Strategic Knowledge ◽  
Educational Aims ◽  
Physics Teacher ◽  
Relational Knowledge ◽  
Critical Aspects

Supporting teacher candidates’ learning of coherent and well-ordered content knowledge is one of the most important educational aims in subject teacher education. To reach this aim, teacher educators need suitable tools to enhance the formation of such knowledge. In this article, we present an analytical framework to examine conceptual knowledge, meaning the ability to define the relevant concepts pertaining to a task; relational knowledge, i.e., the ability to consider interrelations between the concepts; and strategic knowledge, i.e., the ability to use the knowledge by providing (experimental or modeling) procedures, which build new knowledge. A sample analysis of 16 teacher candidates’ written reports is presented to illustrate how this framework can be used. The aim of the study was to reveal what kind of variation in teacher candidates’ content knowledge can be found. This study suggests that teacher candidates’ written reports can reveal remarkable differences in the epistemic dimensions of content knowledge. The framework shows the differences among the teacher candidates as well as produces information for teacher educators of the critical aspects, when and where to intervene, and where to focus using different teaching practices.

scholarly journals TESL Teacher Educators' Professional Self-Development, Identity, and Agency

2018 ◽  
Vol 35 (2) ◽  
pp. 140-155
Author(s):  
Bedrettin Yazan
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Future Research ◽  
Identity And Agency ◽  
Self Development ◽  
Writing Assignment ◽  
Professional Self ◽  
Langue Seconde

Using the concepts of identity and agency, this Perspectives article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates’ semester-long autoethnography writing assignment called “critical autoethnographic narrative” (CAN). It specifically unpacks the ways I negotiated and enacted my identities of teacher educator and researcher of teacher education while I was incorporating identity as the main goal in teacher candidates’ learning. In closing, this article offers recommendations for TESL teacher educators who consider designing identity-oriented courses and suggests some future research directions. À l’aide des concepts de l’identité et de l’agentivité (ou capacité d’agir), cet article de Perspectives illustre mes récents efforts d’autoperfectionnement alors que je concevais un cours de formation d’enseignantes et enseignants d’anglais langue seconde axé sur l’identité, et ce, autour de l’imposition d’un projet d’écriture autoethnographique d’un semestre appelé « exposé autoethnographique critique » à des candidates et candidats à l’enseignement. L’article révèle spécifiquement la façon dont je suis parvenu à négocier et faire valoir mes identités de formateur d’enseignants et de chercheur en éducation d’enseignants alors que je faisais de l’identité le principal objectif de l’apprentissage des candidats et candidates à l’ enseignement. En terminant, cet article offre des recommandations à l’intention des formateurs d’enseignantes et enseignants d’anglais langue seconde qui songent à concevoir des cours axés sur l’identité, et ce, en plus de proposer des orientations futures en matière de recherche.

scholarly journals Internationalization of Canadian Teacher Education: Teacher Candidates’ Experiences and Perspectives

2020 ◽  
pp. 209653112094604 ◽  
Author(s):  
Yan Guo ◽  
Shibao Guo
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Social Inclusion ◽  
Teacher Educators ◽  
Student Mobility ◽  
Social Imaginary ◽  
Student Survey ◽  
Individual Interviews ◽  
Internationalization At Home ◽  
Everyday Realities

Purpose: Informed by social imaginary, Canadian exceptionalism, and social inclusion, this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada. Design/Approach/Methods: Data were collected from three sources: (a) policy analyses of public documents related to internationalization in Canada and at the university; (b) a student survey on the internationalization of higher education; and (c) individual interviews with 12 teacher candidates. Eight interviewees were local, four White and four racialized minorities, and four were international. Findings: Findings indicate that most participants relate internationalization to student mobility. They present the Canadian society and themselves as open, tolerant, and accepting. Such an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher candidates. They reported that they experienced Eurocentric curricula, different forms of exclusion, and racism. Some participants enacted agency to disrupt the dominance of White perspectives. Originality/Value: This research addresses knowledge gaps related to internationalization policy as teacher candidates’ voices are not often heard in internationalization initiatives. The study suggests that the internationalization of teacher education requires decolonization of curriculum, bridging with anti-racism education, and the internationalization of teacher educators.

scholarly journals Universitetsskolen – et bud på en didaktisk orienteret forskningsbasering af læreruddannelsen

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Dorthe Carlsen ◽  
Alexander Von Oettingen
Keyword(s):  
Teacher Education ◽  
Empirical Data ◽  
Teacher Educators ◽  
School Students ◽  
Primary School Teachers ◽  
School Practices ◽  
Education Practice ◽  
Nuanced Understanding ◽  
The One ◽  
The University

I disse år er både i Danmark og internationalt fokus på, hvordan læreruddannelsen på den ene side kan blive mere forskningsbaseret og på den anden side forbindes tættere til praksis. Dette fokus bygger på en forestilling om, at forskningen yder et vigtigt bidrag til uddannelsen af kommende folkeskolelærere, men også at denne forskning skal være koblet stærkt til praksis, og at den skal kunne formidles til både skolens praksis og uddannelsen. Med andre ord ekspliciteres en bestemt forestilling om, hvad forskning er og skal. I artiklen udfordres denne grundlæggende forståelse af, hvad forskning i en læreruddannelseskontekst er og skal være, og der peges på et transformatorisk forskningsbegreb der skelner mellem teori, empiri og praksis. Gennem erfaringer fra forsknings- og skoleudviklingsarbejde i Universitetsskolen vises hvordan studerende, lærere og læreruddannere gennem refleksive og transformative processer mellem teori, empiri og praksis får en mere nuanceret forståelse for skolens og uddannelsens praksis. Nøgleord: læreruddannelse, praksissamarbejde, forskningsbasering, forskningsbegreb, teori–praksis “The University School” – a suggestion of a more didactically oriented concept of research AbstractIn Denmark as well as internationally, there is increasing focus on how teacher education can become on the one hand more research-based, and on the other, more closely linked to practice. This is based on the notion that research provides an important contribution to the education of future primary school teachers, while such research must be strongly linked to practice and at the same time communicable to the school, both in practice and for educational purposes. In other words, a certain idea of what research is, and which purpose it holds, is explicated. In this article, the basic understanding of the role and purpose of research in the context of teacher education is challenged, and a transformatory concept of research is outlined – one that distinguishes between theory, empirical data, and practice. Through experience from research and developmental work in the schools participating in “The University School”, students, teachers, and teacher educators are shown ways to develop a more nuanced understanding of school practices and education through reflexive and transformative processes between theory, empirical data and practice. Keywords: teacher education, practice collaboration, research-based, concept of research, theory–practice

scholarly journals Learning From Students, Teachers, and Schools: Field-Based Teacher Education for Emergent Bilingual Learners

2019 ◽  
Vol 71 (1) ◽  
pp. 148-161
Author(s):  
Amy J. Heineke ◽  
Elina Giatsou
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Linguistically Diverse ◽  
First Year ◽  
Bilingual Learners ◽  
Emergent Bilingual ◽  
Diverse Classrooms ◽  
Undergraduate Teacher Education

Today’s schools are more culturally and linguistically diverse than ever before, prompting the need for teachers with the requisite expertise for work with emergent bilingual learners. As students grow in numbers and fill seats in classrooms spanning grades and disciplines, teacher educators must consider ways to prepare an increasing number of teachers, including those spanning licensure areas. This research probed one university’s efforts to prepare all teacher candidates for this growing subgroup of students through a field-based undergraduate teacher education program in the urban Midwest. Using artifact data from 29 program completers and survey and interview data from five focal teachers spanning licensure areas, this study investigated how particular facets of the field-based program promoted or deterred candidates’ learning across the 4-year program and into teachers’ first year of teaching. Implications center on how universities can leverage field-based teacher education to prepare future teachers for diverse classrooms.

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