Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy,...

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Ida K. Riksaasen Hatlevik (University of Oslo, Norway) Rachel Jakhelln (UiT the Arctic University of Norway, Norway)

Transforming University-based Teacher Education through Innovation

A Norwegian Response to Research Literacy, Integration and Technology

Ida K. Riksaasen Hatlevik (University of Oslo, Norway), Rachel Jakhelln (UiT the Arctic University of Norway, Norway), Doris Jorde (University of Oslo, Norway)

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English

Routledge
09 April 2024

Philosophy & theory of education; Educational strategies & policy; Organisation & management of education; Teacher training; Teaching of a specific subject

Series: Routledge Research in Teacher Education

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.

Edited by: Ida K. Riksaasen Hatlevik (University of Oslo Norway), Rachel Jakhelln (UiT the Arctic University of Norway, Norway), Doris Jorde (University of Oslo, Norway)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 640g
ISBN: 9781032667898
ISBN 10: 1032667893
Series: Routledge Research in Teacher Education
Pages: 250
Publication Date: 09 April 2024
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Hardback
Publisher's Status: Active

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

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.