scholarly journals En syklisk vei til profesjonell kunnskap: Praksisperiodens påvirkning på kunnskapsproduksjon i lærerutdanning

2020 ◽  
pp. 105-118
Author(s):  
Alexander Gamst Page ◽  
Elin Tronsaune Moen
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Knowledge Production ◽  
Classroom Practice ◽  
Practical Knowledge ◽  
Lecture Hall ◽  
Theoretical Knowledge ◽  
Structured Interviews ◽  
Hermeneutic Circle ◽  
Theoretical Context

In recent years, the concept of knowledge has become a fruitful analytical area within the field of teacher education. It is recognised that knowledge can take different forms, and in this regard, Aristotle’s tripartite distinction has been most influential. This consists of theoretical knowledge (episteme), practical knowledge (techne) and the wisdom necessary to combine the two and to know when and how to implement them (phronesis). Much of this research has been rather deductive, with pre-existing categories being used rather than letting categories arise from the data. This chapter attempts to capture a more emic picture of the knowledge production of preservice teachers (PSTs). The chapter is based on semi-structured interviews of 30 PSTs at various stages of their education. The interviews revolved around their experiences of being taught on campus and teaching for themselves during classroom practice. Our findings are that the PSTs experience a circular production of competence, where theoretical knowledge from the lecture hall becomes grounded in their experiences from practice. Such experiences are also brought back into the lecture hall where they may gain more theoretical context. This cyclical analysis is reminiscent of the hermeneutic circle, where deeper understanding is created through repeated oscillation between two different framings of the material.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Learning in Context and Practicing in Place: Engaging Preservice Teachers in Urban-Focused Context Specific Teacher Education

2022 ◽  
pp. 004208592110651
Author(s):  
Kavita Kapadia Matsko ◽  
Karen Hammerness ◽  
Robert E. Lee
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Classroom Practice ◽  
Mixed Methods Study ◽  
Teacher Education Programs ◽  
Opportunities To Learn ◽  
Learning In Context ◽  
Practice Opportunities ◽  
Urban Contexts ◽  
Context Specific

Teacher education programs are increasingly taking up commitments to prepare new teachers for equitable teaching. Despite best intentions, programs feel challenged to help candidates translate these commitments into classroom practice. Using a context-specific teacher education framework, we conducted a mixed-methods study of seven urban-focused programs to understand how they targeted preparation for urban contexts. We found that while programs offer multiple opportunities to learn about content embedded in context, fewer opportunities exist for candidates to practice in context, and that faculty play a critical bridging role in designing practice opportunities that are informed by program vision.

scholarly journals An Analysis of Research on Constructivist Teacher Education

in education ◽  
2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Julie Rainer Dangel
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Program Development ◽  
Classroom Practice ◽  
Future Research ◽  
Policy And Practice ◽  
Short And Long Term ◽  
Practice Development ◽  
Selection Of

This review of research (1990 to 2009) on constructivist teacher education synthesizes a growing but fragmented body of research and links it to practice in teacher education; it provides a guide for future research, program development, and policy and practice development which is consistent with empirical evidence.  It includes a selection of 27 studies on preservice efforts; efforts which include programs, courses, and field experiences.  First, an analysis of the research suggests a variety of effects from both short- and long-term experiences.  Effects are identified in two categories: (a) conceptual understandings (with three subcategories: understanding of content, pedagogy, and the self as learner) and (b) classroom practice.  Then, based on the findings, six mediatory experiences are suggested that facilitate preservice teachers’ growth.  Finally, the studies are assessed using a framework (Darling Hammond, 2006) to determine gaps in the research. Keywords: constructivism; Teacher Education; preservice teachers

Exploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context

2021 ◽  
pp. 136216882110541
Author(s):  
Malba Barahona ◽  
Stephen Darwin
Keyword(s):  
Teacher Education ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Target Language ◽  
Teacher Education Programs ◽  
Sequential Data ◽  
Structured Interviews ◽  
Education Programs ◽  
Core Practices

Internationally, there is increasing interest in the value of incorporating core practices into second language (L2) teacher education programs. This article reports on a research project that investigated how a set core practices are integrated into the Methods courses and practicums in Chilean language teacher education programs for English as a foreign language (EFL). The study was framed by a two-stage, sequential data collection strategy based on a questionnaire ( n = 48) and semi-structured interviews ( n = 21) to university-based, Chilean English teacher educators. The questionnaire identified teaching practices in use, whilst the interviews sought to understand how teacher educators taught these identified teaching practices, as well as the rationale for these choices. Two practices – facilitating target language comprehensibility and building discourse communities – emerged as the most prominent practices. Primarily, these practices were taught through modelling, decomposing, planning and simulations. However, potentially more complex issues around translanguaging, inclusion strategies and cultural practices tended to be framed using more directive and teacher-centred pedagogies. The outcomes of the study highlight several critical issues for L2 teacher education: the relative balance between theoretical and practical domains often compounded by the lack of meaningful opportunities for authentic classroom practice; and the significant challenges faced by teacher educators by engaging in ‘practice’ in a crowded program structure.

scholarly journals Skjønn som profesjonell kompetanse hos lærerstudenter

2020 ◽  
pp. 119-135
Author(s):  
Anders Aasgaard Madsen ◽  
Truls Nilsen Tangen ◽  
Audhild Løhre
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Focus Group ◽  
Educational Practice ◽  
Practical Implementation ◽  
Theoretical Knowledge ◽  
Focus Group Interviews ◽  
Ethical Problems ◽  
System A ◽  
Group Interviews

Research into teacher education emphasizes theoretical knowledge, reflection and critical thinking. However, many preservice teachers measure the value of theoretical knowledge by its potential for practical implementation, orienting themselves towards a more technical professional practice. This is consistent with a growing instrumental tendency within the educational system, a development which is worrying. This article focuses on those skills which preservice teachers in their final year anticipate will be important when they enter the profession. It is based on focus group interviews, and the participants’ discourse suggested good judgement to be an important skill. During educational practice, the preservice teachers must make decisions in situations where the solutions are not clear. The findings show that theoretical knowledge is the foundation for the judgment necessary to solve ethical problems. The school guidelines express contradictory expectations of teachers, such as those related to pupils’ measurable results. The preservice teachers’ conversations reflect a dilemma between expectation and opportunity within these guidelines, where the teachers’ judgement becomes a means of clearing the way for children’s learning and formation. As a foundation for our analysis, we use theory on judgement, as well as Aristotle’s conceptualisation of knowledge.

“Black, white and gray”–A qualitative study of how Swedish police officers describe occupational knowledge

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michelle Nathalie Eliasson
Keyword(s):  
Police Officers ◽  
Practical Knowledge ◽  
Empirical Studies ◽  
Theoretical Knowledge ◽  
Structured Interviews ◽  
Content Type ◽  
Occupational Knowledge ◽  
Wide Range ◽  
Different Types ◽  
Types Of Information

PurposeThe purpose of this study is to explore how Swedish police officers describe occupational knowledge. By learning more about how officers describe occupational knowledge, the study gives more insight about the types of information that they may be more likely to adopt in their occupational tasks.Design/methodology/approachIn this study, the author conducted 27 semi-structured interviews with Swedish police officers. I asked officers several open-ended questions about their everyday work life and professional experience.FindingsSwedish officers divide knowledge into two categories, which are theoretical knowledge and practical knowledge. Theoretical knowledge is learned in the academy and is described as “black and white,” meaning that it is considered static and not applicable to what happens out in patrol. Practical knowledge is learned in the field from colleagues.Research limitations/implicationsPolice officers around the world have a wide range of requirements and training to become police officers. However, empirical studies have found that officers tend to use different types of information when performing policing tasks. Depending on how information is perceived and is taught, officers may respond differently to different types of knowledge, due to their evaluation of the validity of the knowledge.Originality/valueThe findings in this study support previous empirical studies on the area of policing and knowledge in two ways; first, this study argues that there is a categorization of knowledge among police officers. Second, this study suggests that officers view one occupational knowledge type as more theoretical and one as more practical.

Capstone Course

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Roofia Galeshi ◽  
Jung-ah Choi
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Transition Process ◽  
The United States ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Education Programs ◽  
Capstone Course ◽  
Capstone Courses ◽  
Faculty Teaching

Capstone courses are uniquely positioned in higher education programs. A capstone course in teacher education programs provides an opportunity for preservice teachers to synthesize their undergraduate learning. A capstone course builds and connects a bridge between college learning and workplace environment to ease preservice teachers' transition into the workplace. In this transition process, faculty helps preservice teachers elicit, reflect, and interpret their own understanding of their content area and relate it to their teaching practices. This article draws upon a series of semi-structured interviews with capstone instructors across the United States. It explores the experiences of faculty, teaching capstone courses and provides rich accounts of how capstone courses serve preservice teachers. It offers an insight into the challenges faculty face while teaching capstone courses. The findings provide an overview of mathematics education capstone instructors' pedagogical approach and their belief about the role capstone courses within teacher education programs.

scholarly journals The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110557
Author(s):  
Sarfraz Aslam ◽  
Ali Usman Hali ◽  
BaoHui Zhang ◽  
Atif Saleem
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Reflective Thinking ◽  
Structured Interviews ◽  
Teacher Education Candidates ◽  
Reflective Practitioners ◽  
Training Institutions ◽  
Teachers Professional Development

The importance of reflective thinking among teachers has long been recognized, and it remains a crucial indicator of learning and ensures teachers’ professional development. This study’s aim is to understand a teacher education program’s impact on the reflective thinking of preservice teachers in Pakistan. Utilizing a mixed-method approach, 400 teacher education candidates participated in the quantitative analysis, which involved a follow-up that included 10 semi-structured interviews by teacher education candidates. The results showed that teacher education in Pakistan is characterized by the production of more graduates but lacks the focus to develop and generate reflective practitioners in the field. This research contributes to our understanding about the importance of reflective thinking in terms of how it can improve preservice teachers’ thinking patterns and nurture teacher education. Furthermore, this study suggests that teacher-training institutions should focus on improving the quality of the trainings for students.

scholarly journals Regional Cultural Understanding in Teacher Education in Latvia, Lithuania, Norway: Comparative Case Analysis

2019 ◽  
Vol 43 ◽  
pp. 10-24
Author(s):  
Gunta Siliņa-Jasjukeviča ◽  
Ilze Briška ◽  
Agnė Juškevičienė
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Cultural Values ◽  
Teaching Practice ◽  
Good Practice ◽  
Case Analysis ◽  
Structured Interviews ◽  
School Students ◽  
Cultural Understanding ◽  
Cultural Sustainability

The unique cultural space of each country is comprised of the cultural diversity of its regions with the cultural heritage hidden in the outskirts and border areas of the country. The regional traditions make up an important source of value and knowledge for ensuring cultural sustainability. In teacher education this problem can be treated either in a transmissive or transformative way. It can be seen as performing particular rituals and respecting norms, or cultural values that are personally experienced and highly evaluated, as one’s internally motivated involvement in exploration, cultivation, cooperation and creativity in own community without losing the national and global context.The aim of the study is to investigate the tendencies in teacher education for promoting primary school students’ regional cultural understanding in teaching practice.To pursue the set aim, the concept of regional cultural understanding (RCU) was analysed, the ways of introducing regional cultural understanding in teacher education curriculum including the factors facilitating or hindering the development of regional cultural understanding in teacher education were identified.The comparative case analysis of good practice examples in three countries was carried out to show regularities, differences and similarities of possible pedagogical approaches.Methods: content analysis of educational documents and semi-structured interviews with teacher educators.Sample: teacher education institutions in three countries: Latvia, Lithuania and Norway.Results: structured suggestions for content of the studies and pedagogical approaches for development of preservice teachers’ readiness to realize regional cultural understanding in their teaching practice.

scholarly journals Insights into CEFR and Its Implementation through the Lens of Preservice English Teachers in Thailand

2021 ◽  
Vol 14 (6) ◽  
pp. 25
Author(s):  
Witchuda Phoolaikao ◽  
Apisak Sukying
Keyword(s):  
Preservice Teachers ◽  
Language Proficiency ◽  
Classroom Practice ◽  
English Language ◽  
National Curriculum ◽  
English Teachers ◽  
Reference Level ◽  
Structured Interviews ◽  
English Teaching ◽  
Teaching Aids

The Common European Framework of Reference for language teaching, learning, and assessment (CEFR) provides a guideline for English teaching aids and curriculum development in language courses. It identifies and describes the specific skills that language learners must acquire to improve their English language proficiency for communication (CoE, 2001). In the Thai context, the Ministry of Education (MoE, 2014) has adopted the framework as a practical handbook for reforming English teaching at all levels. However, only a few studies have examined Thai stakeholders’ perceptions towards CEFR. As such, the current study investigated preservice English teachers’ perceptions of the CEFR in a Thai context. A total of 200 fourth and fifth-year preservice English teachers participated in this study. A mixed-method design was used to collect data via seven-point Likert scale questionnaires and semi-structured interviews. The quantitative findings revealed that the participants had a high level of understanding of the CEFR, specifically in the assessment domain and development of reference level descriptions. By contrast, the qualitative data revealed that Thai preservice teachers have little knowledge of the CEFR, and their understanding of the CEFR was quite limited. Nevertheless, Thai preservice teachers expressed positive views regarding the implementation of the CEFR into classroom practice. Overall, these findings indicate that the preservice English teachers had a poor understanding of the CEFR conception, which suggests that Thai stakeholders must raise awareness regarding the proper implementation of the CEFR and its alignment with the national curriculum. 

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