Coherent teacher education programmes: taking a student perspective

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

“…The survey includes items on issues of coherence across the program elements; however, teacher candidates' perceptions on program coherence are reported in separate articles (see Canrinus, Bergem, Klette, & Hammerness, 2015. In this article, we report on the survey items tapping the teacher candidates' opportunities to enact practice during campus coursework (11 items in total, see Figure 1).…”

Validation of the Malaysian Version of the Teacher Education Program Coherence Questionnaire

“…To allow this to happen, preservice teachers are given the opportunity to critically examine the purposes of teaching and to enact practice. This allows them to see and reconcile theory and practice of learning through making and examining the interdependence of the different elements within the teacher education program (Canrinus, Bergem, Klette & Hammerness, 2015;Hammerness, 2013).…”

“…Program coherence is also "established through coherence between university courses … and field experiences … and includes student teachers' opportunities to make connections across ideas and to build their own understanding as features of program coherence" (p.3). The CATE project sets out to better understand whether a program which allows preservice teachers the opportunity to create new knowledge from existing knowledge base and to integrate what they have learnt can be qualified as coherent (Canrinus, Bergem, Klette & Hammerness, 2015). The premise of the project lies in the need to understand whether preservice teachers are able to apply, integrate or modify their new knowledge into their field experiences .…”

“…Structural coherence, on the other hand, refers to building a program that provides an integrated learning experience for preservice teachers which aligns university courses with their practicum. Canrinus, Bergem, Klette and Hammerness (2015) succinctly summarize program coherence "as a process, in which all courses within a program, be it theoretical or practical, are aligned based on a clear visions of good teaching" (p.3). Program coherence is also "established through coherence between university courses … and field experiences … and includes student teachers' opportunities to make connections across ideas and to build their own understanding as features of program coherence" (p.3).…”

“…The second dimension consisted of another 19 items that assessed coherence across courses. Items were designed to look at whether the program enabled the preservice teachers to make explicit connections between campus courses and the practicum (Canrinus, Bergem, Klette & Hammerness, 2015). Overall, the questionnaire attempted to examine both the conceptual coherence and contextual coherence (or structural coherence) as depicted by Muller (2009) and Hammerness (2006).…”