Around the world, policy makers and teacher educators are paying increasing attention to how teacher candidates learn to teach in practice and how to ground teacher education more deeply in the

Worldwide, scholars and policymakers have called for teacher education to link fieldwork and coursework. This article examines teacher candidates' opportunities to talk about field placement within their campus coursework as one way of doing so. It reports on survey data (n = 270) and observation data (n = 52 hours) from three teacher-education programs in Norway, Finland, and California in the United States. Findings suggest that candidates have extensive opportunities to talk about field placement. However, the characteristics of the talk, the degree of specificity and detail provided, and the level of complexity and connectedness to theory vary extensively. The article argues that, to be generative for professional learning, talk about field placement needs to be systematically scaffolded within a pedagogy of teacher education.

Teacher educators and policymakers worldwide have called for a practice-based teacher education. However, the body of research on teacher education is limited, as is the knowledge about practice-based teacher education. This article summarises six recent comprehensive research reviews on teacher education. It gives an overview of the research trends in international research on practice-based teacher educationwith regard to research focus, research designs, and validity issues. The article discusses challenges within this field of research and provides recommendations for future research. It concludes that further research—using a greater variety of research designs and paying closer attention to methodological developments—is needed.Keywords: practice, teacher education, reviewÅ forske på praksisbasert lærerutdanning: Trender, utfordringer og forslag til fremtidig forskningSammendragLærerutdannere og politikere verden over argumenterer for en praksisbasert lærerutdanning. Likevel er det lite forskning på lærerutdanning generelt, og i enda større grad; forskning spesifikt på en praksisbasert lærerutdanning. Denne artikkelen oppsummerer seks nye, omfattende forskningsreviewer på lærerutdanning, ved å identifisere trender i forskningen på praksisbasert lærerutdanning. Artikkelen fremhever forskningsfokus og forskningsdesign som identifiseres innenfor denne litteraturen, samt problemer ved denne forskningens validitet. Basert på dette diskuterer artikkelen utfordringer innenfor forskningsfeltet, og gir anbefalinger for videre forskning. Artikkelen konkluderer med at det er et behov for videre forskning innenfor dette feltet, som tar i bruk større forskningsmetodisk variasjon, og som i større grad bidrar til forskningsmetodisk utvikling.Nøkkelord: praksis, lærerutdanning, review

To support pupils' learning, teachers must understand what and how their pupils have learned, and teacher education should teach candidates how to do this. This article reports on survey data (n = 270) from three programmes and observation data (N = 104 hours) from six programmes, located in Norway, Finland and the US. It examines the candidates' opportunities to analyse pupils' learning within their coursework. The authors argue that such opportunities might constitute profound possibilities to examine the complexity of teaching and learning. However, the study finds that the candidates have few opportunities to analyse pupils learning and that the full potential of these opportunities is unrealized. The authors argue for increased, specific attention to pupils' learning within teacher education coursework, through a pedagogy of teacher education informed by existing research on how to elicit pupils' learning.

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