Grounding Teacher Education in Practice Around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States

Abstract

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

Teacher Agency Following the Ecological Model: How It Is Achieved and How It Could Be Strengthened by Different Types of Reflection

“…Teacher knowledge and thinking have been a major research tradition in teacher education since the 1980s (see Cochran-Smith, 2004 for a historical overview). It has been guided by the seminal works of Lee Shulman (1986Shulman ( , 1987 on teacher knowledge, resulted in the recognition of teacher practical knowledge (e.g., Clandinin and Connelly, 2000;Craig, 2007;Elbaz, 1983;Verloop et al, 2001) as an important characteristic of their work, and become one of the important foci of today's teacher education (e.g., Darling-Hammond et al, 2005;Jenset et al, 2018;Meijer, 2013).…”

Building Capacity in Teacher Preparation with Practitioner Inquiry: A Self-Study of Teacher Educators’ Clinical Feedback Practices

“…Our self-study focused on giving TCs feedback during their clinical field experience, since research suggests that feedback is a particularly powerful teaching practice (Hattie & Timperley, 2007) and field supervision is a fruitful context to engage in practitioner inquiry (Zeichner, 2010). As teacher educators, we view feedback as a critical mechanism that bridges TCs' learning in university coursework and their classroom placements, answering over two decades of scholarship and policy calling for teacher educators to ground teacher preparation in instructional practice (Ball & Cohen, 1999;Conway & Munthe, 2015;Jenset, Klette, & Hammerness, 2017;Zeichner, 2012). Mindful of this need, we engaged in self-study to examine our own clinical feedback practices to:…”

Läbilõikeline ülevaade üliõpilaste hinnangutest Tartu Ülikooli õpetajakoolituse õppekavade sidususele 2014.–2018. aastal

“…Esiteks väljendavad tulemused vaid vaatleja arusaama sellest, mis õppeaines toimus. Nähtud tegevuste puhul ei olnud tegelikult selge, mis eesmärgil õppejõud neid kasutas (Jenset et al, 2018b). Teades, mis oli õppejõu eesmärk ning kuidas tegevus aines teostus, oleks võimalik süga vamalt analüüsida õppejõudude kavatsuste kooskõla reaalsusega või erinevust sellest.…”