Knowledge in teacher education curricula &amp;#8211; Examining differences between a research-based program and a general professional program

Afdal, Hilde Wågsås

doi:10.18261/issn1891-5949-2012-03-04-06

Cited by 19 publications

(4 citation statements)

References 15 publications

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“…Therefore, in some cases the same study could be coded in more than one study design category. An example is Afdal (2012), who compared teacher education curricula in Norway and Finland. The study was both a document study and a comparative study.…”

Section: The Study Designsmentioning

confidence: 99%

What Characterizes Nordic Research on Initial Teacher Education: A Systematic Scoping Review

Forsström,

Munthe

2023

nse

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The main objective of this systematic scoping review is to shed light on ITE research in the Nordic countries during the past decade. The review includes 830 studies, following established procedures. Based on our analyses we find that Nordic ITE research is mainly on ITE for the compulsory and upper secondary school years. Researchers use qualitative data, view studies, and cross-sectional studies more than other methods and designs, and show more interest in STEM, pedagogy, and 21st century skills. A digital gap map accompanies this article and provides insight into future research needs.

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Section: The Study Designsmentioning

confidence: 99%

What Characterizes Nordic Research on Initial Teacher Education: A Systematic Scoping Review

Forsström,

Munthe

2023

nse

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“…Rasmussen (2008) claims that the seminar tradition has been put under pressure in the face of the new demand for research-based education. Afdal (2012) argues that the professional knowledge in these two models differs: "Knowledge in the seminar tradition holds logics closer to the logics of practice, whereas the logics of a research-based programme hold logics closer to the logics of science" (p. 248). She contends that the current transformation cannot be reduced merely to a question of academization, but must entail deeper and more fundamental processes (cf.…”

Section: The Norwegian Contextmentioning

confidence: 99%

“…Rasmussen, 2008). Norway has introduced a research-based teacher education in accordance with the Finnish model, where teacher education has been placed in universities since the late 1970s (Afdal, 2012;Rasmussen, 2008;. The implications of a "research-based education", however, remain unclear, and policy-makers, scholars and commentators convey conflicting attitudes of the terminology (Afdal, 2012;Smith, 2015).…”

Section: The Norwegian Contextmentioning

confidence: 99%

“…This study examines the impact of NAFOL as a national research school in teacher education on its network institutions, by seeking information from the deans, graduates, and staff. In the Norwegian context, there have been studies on teacher education reforms in Norway (Garm & Karlsen, 2004;Rasmussen, 2008) and their implications on curricula (Afdal, 2012). Other studies have focused on the consequences of a research-based teacher education and the role of the teacher as a researcher (Postholm, 2007;Smith, 2010Smith, , 2015.…”

Section: Norwegian National Research School In Teacher Education (Nafol)mentioning

confidence: 99%

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Norsk og internasjonal lærerutdanningsforskning

Vattøy¹,

Rust²,

Pielmeier³

et al. 2022

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Denne tredje NAFOL-boken er en unik bok på det norske markedet. Den inneholder en samling av forskningsartikler om lærerutdanningsforskning som krysser nasjonale grenser, fagdisipliner og ikke minst utdanningsnivå, fra barnehage til forskeropplæring. Artiklene, som kommer fra USA, Tyskland, Island og Seychellene, gir innblikk i den inter nasjonale lærerutdanningsforskningen, mens de norske artiklene gir et bredt bilde av den positive aktiviteten vi nå ser i norsk forskning på området. Det er stort mangfold både i forskningstematikk og forskningsmetoder. Det er også positivt at unge norske forskere når et bredere publikum ved å skrive på engelsk, uten at det skal gå på bekostning av verdien av å ha god forskningslitteratur skrevet på norsk. NAFOL står sentralt i denne utviklingen med sine vel 200 tidligere og nåværende stipendiater.NAFOL-bøkene, og ikke minst denne boken, gir et bilde av dagens lærerutdanningsforskning.Dette kommer frem i åpningsartikkelen, som presenterer et evaluerings prosjekt NAFOL satte i gang, og ikke minst i den avsluttende artikkelen, som har en grundig gjennom gang av et knippe NAFOL-prosjekter. Denne boken er en kilde for nye og erfarne forskere som ønsker å holde seg oppdatert på norsk og internasjonal lærerutdanningsforskning.

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“Research-based” and “profession-oriented” as prominent knowledge discourses in curriculum restructuring of professional programs

Afdal

2016

High Educ

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This article questions what kind of actors become involved and analyzes what forms of knowledge are activated, when discourses such as ''research-based'' and ''profession-oriented'' become basic preconditions in national curriculum change processes in Norway. A ''mapping'' is conducted, comprised of actors and ideas, played out in two national curriculum change processes in Norway, namely ''the Integrated Master Program in Teacher Education'' and ''the Bachelor Program in Engineering.'' The analysis shows that actors and the roles they were able to play may have had an effect on what kind of knowledge forms was prioritized in the curriculum change processes. In both, curriculum process integration of discipline-based/theoretical knowledge and practical and contextspecific knowledge are emphasized. However, in the teacher education process, principled knowledge about specific professional problems and theory-based decisions are highlighted as important, while, in the engineering education process, procedural knowledge about how to solve problems and innovative capacity is more emphasized. The analysis shows a relationship between such curriculum change processes and the composite ''epistemology'' of the wider and contextually developed policy space. It is also demonstrated, in the two cases, that the knowledge base for professional work is subject to negotiations far beyond the academic community and is embedded in a wider set of social, professional, and political institutions and frames.

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Knowledge in teacher education curricula – Examining differences between a research-based program and a general professional program

Cited by 19 publications

References 15 publications

What Characterizes Nordic Research on Initial Teacher Education: A Systematic Scoping Review

What Characterizes Nordic Research on Initial Teacher Education: A Systematic Scoping Review

Norsk og internasjonal lærerutdanningsforskning

“Research-based” and “profession-oriented” as prominent knowledge discourses in curriculum restructuring of professional programs

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