Researching practice-based teacher education: Trends, challenges and recommendations for future research

Jenset, Inga Staal

doi:10.5617/adno.5933

Cited by 5 publications

(9 citation statements)

References 26 publications

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“…There are several international studies on TE that stress the value of collaborative practices such as paired practicum (Lawson et al, 2015;Staal Jenset, 2018). A significant part of the research on paired practicum has studied the phenomenon from a student perspective.…”

Section: Paired Practicum -Previous Researchmentioning

confidence: 99%

Learning to teach as a two-sided endeavor: mentors’ perceptions of paired practicum in initial teacher education

2021

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In this article, mentors' perceptions of paired practicum in initial teacher education in Sweden are studied. Taking the mentors' perspective, we describe the potentials and the pitfalls of paired practicum. The pros and cons of the model are analyzed from a perspective of learning the vocation of teaching as a two-sided endeavor. Inspired by a modified Aristotelian perspective, we use the terms participant knowledge and spectator knowledge to conceptualize the learning of two different forms of knowledge. Qualitative data were gathered through interviews with five mentors and analyzed using an abductive process. The analysis reveals that paired practicum facilitates a potential for learning mainly a distanced and propositional spectator knowledge while the learning of a contextual and practical participant knowledge seems to be obstructed. For instance, paired practicum seems to prolong the peripheral position of the students and their opportunities to gain participatory knowledge. Results also show that there is a discrepancy between the pedagogical intentions of paired practicum and the concrete possibilities for realizing these in practice. The limitations of the paired practicum model, and how these can be overcome, both at individual and organizational level, are highlighted.

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Section: Paired Practicum -Previous Researchmentioning

confidence: 99%

Learning to teach as a two-sided endeavor: mentors’ perceptions of paired practicum in initial teacher education

2021

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“…Jakhelln, Bjørndal og Stølen (2016) viste at de kommende laererne fra PiN forventet at deres faglige fordypning og masteroppgave ville vaere relevant for arbeidet i skolen. En grunnskolelaerer med masterutdanning vil, enn så lenge, møte en skole hvor flesteparten har allmennlaererbakgrunn (Jenset, 2018;Lillejord & Børte, 2017). Det mangler norsk forskning på hvordan nyutdannede med PiN eller MGLU opplever å undervise i fag uten formell faglig fordypning (Føinum, 2016).…”

Section: Innledningunclassified

Nyutdannede grunnskolelæreres faglige fordypning og masteroppgave – relevant for skolen?

Antonsen¹,

Jakhelln²,

Bjørndal³

2020

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Femårig masterutdanning for grunnskolelærere ble pilotert ved UiT Norges arktiske universitet fra 2010 og innført i Norge fra 2017. Utdanningen innebærer faglig fordypning i tre fag for lærere i 5.−10. trinn, eller fire fag for lærere i 1.−7. trinn. Masteroppgaven skal være profesjonsrettet, praksisorientert og relevant for skolen. Denne kvalitative studien undersøker hvordan de to første kullene av grunnskolelærere med fullført masterutdanning fra UiT får anvendt sin faglige fordypning, og hvordan de erfarer relevansen av masteroppgaven etter ett år i yrket. Datamaterialet består av semistrukturerte intervjuer med 29 lærere, og som er tematisk analysert i NVivo 11. Resultatene viser at nyutdannede som i hovedsak underviser bare i fag med faglig fordypning eller et ekstra fag, arbeider i ungdomsskolen. Lærere som underviser i fag med faglig fordypning opplever mestring og motivasjon og bruker ulike didaktiske tilnærminger, spesielt i faget hvor de skrev sin fagdidaktiske masteroppgave. Lærere som underviser i fag uten faglig fordypning bruker tid og energi på å lære seg fagkunnskap og didaktikk, men erfarer utilstrekkelighet. Lærere i barneskolen underviser i opptil fire fag uten faglig fordypning. Masteroppgave og faglig fordypning i lærerutdanningen krever at både skoleledere, lærere og forskere er oppmerksomme på fordeling av undervisningsfag mellom lærere generelt og i barneskolen spesielt.

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“…To address these challenges, researchers and policymakers call for teacher education programs to shift toward a focus on teaching practices rather than theoretical knowledge about teaching (Blue Ribbon Panel, 2010;Darling-Hammond et al, 2017;Jenset, 2018). This movement provides a rationale for the inclusion of specialized science courses (SSCs) in teacher education programs.…”

mentioning

confidence: 99%

“…Teacher education programs can be an important starting point for developing science teachers' pedagogical content knowledge (PCK) (Friedrichsen et al, 2009). However, we have scarce evidence about the effects of teacher education coursework on developing reformoriented teaching practices (Jenset, 2018;Stroupe & Gotwals, 2018). SSCs aim to support PSTs' development of PCK for reform-oriented science teaching.…”

mentioning

confidence: 99%

“…However, separate science content and methods courses tend to be the international norm (Etkina, 2010;Fones et al, 1999). In this study, we addressed a gap in the literature on whether and how PSTs use what they have learned in their teacher education program (Cochran-Smith & Villegas, 2016;Jenset, 2018), specifically the influence of SSCs on PSTs' practice. We carried out an exploratory case study of three PSTs from a Norwegian teacher education program that included SSCs.…”

mentioning

confidence: 99%

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A Case Study of Specialized Science Courses in Teacher Education and Their Impact on Classroom Teaching

Sæleset

Friedrichsen

2021

Journal of Science Teacher Education

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Specialized science courses (SSCs) integrate content knowledge (CK) with pedagogical content knowledge (PCK) and prepare pre-service teachers (PSTs) for reform-oriented teaching. Studies of individual SSCs report positive short-term outcomes, including an increase in self-efficacy and CK. However, few studies explore the longer-term impact of SSCs on classroom teaching. We carried out an exploratory case study of three PSTs from a Norwegian teacher education program that included SSCs. In the context of their field practicum, we compared PSTs' teaching of topics taught in SSCs (aligned lessons) with topics not taught in SSCs (unaligned lessons). Data collection consisted of field observations of one aligned and one unaligned lesson as well as stimulated recall interviews based on video recordings. In our analyses, we compared PSTs use of instructional strategies in aligned and unaligned lessons and how their knowledge for teaching informed these instructional decisions. We found that SSCs supported PSTs in using more topic-specific instructional strategies when teaching aligned lessons. In the aligned lessons, their teaching was better informed by knowledge of students' understandings in science. We also examined PSTs' perceptions of how they drew upon SSCs in their classroom teaching. They reported that SSCs had a major impact on their CK, PCK and self-efficacy for science teaching. Through this study, we provide unique insights into how PSTs draw on SSCs in their classroom teaching. We include implications for further research and the design of SSCs.

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Researching practice-based teacher education: Trends, challenges and recommendations for future research

Cited by 5 publications

References 26 publications

Learning to teach as a two-sided endeavor: mentors’ perceptions of paired practicum in initial teacher education

Learning to teach as a two-sided endeavor: mentors’ perceptions of paired practicum in initial teacher education

Nyutdannede grunnskolelæreres faglige fordypning og masteroppgave – relevant for skolen?

A Case Study of Specialized Science Courses in Teacher Education and Their Impact on Classroom Teaching

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