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 The Challenges of Models-Based Practice in Physical Education Teacher Education: A Collaborative Self-Study

2014 ◽  
Vol 33 (3) ◽  
pp. 403-421 ◽  
Author(s):  
Tim Fletcher ◽  
Ashley Casey
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Beginning Teacher ◽  
Education Practice ◽  
Physical Education Teacher Education ◽  
School Teaching ◽  
Self Study ◽  
The University ◽  
University Setting

There are two purposes of this study. The first is to examine our experiences as beginning teacher educators who taught using models-based practice (using the example of Cooperative Learning). The second is to consider the benefits of using collaborative self-study to foster deep understandings of teacher education practice. The findings highlight the challenges in adapting school teaching practices to the university setting, and the different types of knowledge required to teach about the “hows” and “whys” of a models-based approach. We conclude by acknowledging the benefits of systematic study of practice in helping to unpack the complexities and challenges of teaching about teaching. Our collaborative self-study enabled us to develop insights into the intertwined nature of self and practice, and the personal and professional value of our research leads us to encourage teacher educators to examine and share their challenges and understandings of teaching practice.

scholarly journals A research base for teaching in primary school: a coherent scholarly focus on the object of learning

2014 ◽  
Vol 4 (3) ◽  
pp. 15 ◽  
Author(s):  
Ruksana Osman ◽  
Shirley Booth
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Childhood Education ◽  
The One ◽  
The University

This paper makes a case for a new impetus in creating a coherent research basis for childhood education and teacher education in South Africa. We are proposing a three-level – teacher educators, student teachers and practising teachers – research-led approach that integrates teacher education, schooling and early learning. The aim of the approach is to enhance the quality of learning in primary schools through systematic focus on the object of learning, whether in terms of teaching in school or educating entrants to the teaching profession at the university, or teacher educators inquiring into their practice. There are two thrusts involved: on the one hand bringing the focus of teachers, teaching students and teacher educators coherently onto the object of learning and thereby bringing it to the attention of their respective learners, and on the other hand invoking the principles of the Scholarship of Teaching and Learning (SoTL) movement, thereby enabling its sustainability. We illustrate our case with two examples from the literature that show clearly how learning in school can be enhanced when teachers are actively studying what and how their learners are learning in connection with their teaching and where the work is disseminated in a scholarly manner.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

scholarly journals The Challenges Facing the Foreign Language Teacher Educator: A Proposed Teacher Education Model for EFL

1970 ◽  
Vol 16 (1-2) ◽  
pp. 1-12
Author(s):  
Carol Goldfus
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Procedural Knowledge ◽  
Mother Tongue ◽  
Teacher Educator ◽  
Language Education ◽  
Interdisciplinary Approach ◽  
Declarative Knowledge ◽  
Language Teacher ◽  
The One

As a result of the multi-cultural classroom in the 21st century, language teacher educators face new challenges; for example, young learners and those with language-based difficulties. In order to respond to these evolving needs, a new professional approach that combines theoretical knowledge with practical application is proposed. This approach targets what it is that teachers should know about literacy acquisition in at least two languages - a mother tongue and, in this case, English. The contribution of this proposed model to language education is to produce a teacher with declarative knowledge and research tools on the one hand, as well as the ability to cope with a heterogeneous classroom in a multicultural society on the other. This paper also intends to show how pre-service teacher education would benefit from an interdisciplinary approach with a combination of declarative knowledge and procedural knowledge with all teaching being ‘science-based practice’.DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6125 NELTA 2011; 16(1-2): 1-12

Redesigning initial teacher’s education practices with learning scenarios

2019 ◽  
Vol 36 (3) ◽  
pp. 266-283 ◽  
Author(s):  
Ana Pedro ◽  
João Piedade ◽  
João Filipe Matos ◽  
Neuza Pedro
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Content Type ◽  
Education Practice ◽  
Planning Strategy ◽  
Learning Scenarios ◽  
The One

PurposeThe construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers’ preparation and their future professional practice. The paper aims to discuss these issues.Design/methodology/approachThe authors present the analysis of practice of design and implementation of learning scenarios in teachers’ initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science.FindingsThe results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education.Research limitations/implicationsResults show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice.Originality/valueTherefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature.

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

Exemplify what you explicate

1973 ◽  
Vol 20 (3) ◽  
pp. 209-211
Author(s):  
Evelyn Sowell
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Education Faculty ◽  
Education Students ◽  
University Of Houston ◽  
Competency Based ◽  
The University ◽  
Teacher Education Students

That professor! What he says is great—but that idea just won't work in the classroom!” These statements may be common among some teacher education students. Such comments are now heard much less frequently, however, around the University of Houston. The mathematics education faculty is experimenting with a competency- based program, as part of a collegewide endeavor, that requires prospective teachers to actually use in their classrooms what they hear and read about teaching. Initial experiences with this program suggest several advantages both for teachers in training and for teacher educators. This article describes some features and benefits of one type of approach to competency-based mathematics education.

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

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