Talk About Field Placement Within Campus Coursework: Connecting Theory and Practice in Teacher Education

Jenset, Inga Staal; Hammerness, Karen; Klette, Kirsti

doi:10.1080/00313831.2017.1415968

Cited by 22 publications

(11 citation statements)

References 44 publications

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“…Uni2 candidates reported more coherence between their courses and their field placement than the Nordic candidates. This aligns with findings from a study by Jenset, Hammerness, and Klette (2017) using observation data. They found that candidates from the Uni2 program reported significantly more opportunities to link their experiences from their field placement to theory compared with candidates from the Uni1 or Uni3 program.…”

Section: Discussionsupporting

confidence: 90%

“…They found that candidates from the Uni2 program reported significantly more opportunities to link their experiences from their field placement to theory compared with candidates from the Uni1 or Uni3 program. Likewise, Jenset et al’s (2017) study supported our finding that the candidates from both Nordic programs perceived an equal extent of coherence between courses and field placement. There, candidates from the Uni1 and Uni3 program reported a similar amount of opportunities to discuss experiences from their own fieldwork in their classes.…”

Section: Discussionsupporting

confidence: 86%

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Diversity in Coherence: Strengths and Opportunities of Three Programs

Canrinus

Klette

Hammerness

2017

Journal of Teacher Education

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Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 86%

Diversity in Coherence: Strengths and Opportunities of Three Programs

Canrinus

Klette

Hammerness

2017

Journal of Teacher Education

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“…Relevans er noe man skaper ved å bruke og forklare hvordan teorier kan brukes, som grunnlag for og refleksjon over profesjonsutøvelse. Imidlertid viser tidligere forskning at laererstudenter kan synes det er vanskelig å se relevans av og sammenheng mellom det de laerer på campus og det de laerer ved skolene i praksisperiodene (Grossman, Hammerness, McDonald & Ronfeldt, 2008;Hatlevik & Smeby, 2015;Jenset, Hammerness & Klette, 2019;Smeby & Heggen, 2014). Å gjøre kunnskapsinnholdets relevans tydelig for studentene kan derfor sees som en sentral utfordring for laererutdanningen.…”

Section: God Laererutdanningunclassified

Universitetsskolers bidrag til utvikling av lærerutdanningen ved Universitetet i Oslo

Hatlevik

Engelien

Jorde

2020

ADNO

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For å styrke kvaliteten på praksisopplæringen i lærerutdanningen og fremme FoU-kompetansen i skolene, har Kunnskapsdepartementet (2017) løftet frem etablering av utvidede partnerskap mellom lærerutdanningsinstitusjoner, skoler/barnehager og skole-eiere, som et sentralt strategisk grep. Artikkelen bidrar med ny kunnskap om hvordan utvidede partnerskap kan fremme kvalitetsutvikling av mer enn bare studentenes praksisopplæring. Universitetet i Oslo har ti års erfaring med utvidet partnerskap i form av universitetsskolesamarbeid med utvalgte ungdoms- og videregående skoler. Sam-arbeidet tar utgangspunkt i at universitet og skoler har ulike tilnærminger til læreres profesjonskunnskap. Begge tilnærmingene er essensielle, og til sammen gir de et godt utgangspunkt for å utforme og gjennomføre en god lærerutdanning. Artikkelen gir eksempler fra UiOs universitetsskolesamarbeid. Den analyserer disse i lys av indika-torer på velfungerende partnerskapssamarbeid mellom lærerutdanningsinstitusjon og praksisfelt, kvalitetsarbeid relatert til utvikling og vedlikehold av utdanningstilbud, og god lærerutdanning. Analysen av eksemplene viser for det første at i et velfungerende partnerskap kan universitetsskoler medvirke i kvalitetsarbeid i lærerutdanningen ved å være sentrale bidragsytere i forvaltning av lærerutdanningen, utvikling av studie-program, emner, undervisnings-, vurderings- og praksisformer, og gjennomføring av undervisning på campus så vel som i praksis. For det andre viser eksemplene at tett samarbeid med universitetsskoler om studentenes læring på campus og i skolen kan gjøre utdanningens kunnskapsgrunnlag, undervisning og vurderingsformer mer profesjonsrelevante, og gi studentene gode rollemodeller for profesjonsutøvelse, også på campus. Videre bidrar artikkelen med et teoretisk rammeverk av kvalitetsindikatorer som kan brukes i utforming av nye utvidede partnerskap og til analyse av eksisterende. Nøkkelord: utvidede partnerskap, universitetsskoler, kvalitetsarbeid, relevans, utdanningskvalitet The contribution of university schools to the development of Teacher Education at the University of Oslo AbstractEstablishment of close and committed partnerships between teacher education institutions, a few selected teacher education schools (university schools), and school owners is an important strategy put forth by the Department of Education (2017) to strengthen the quality of practice in teacher education as well as to increase research-based development in schools. In this article, we provide new knowledge of how partnerships with university schools are able to promote quality improvement in various parts of the teacher education program. The University of Oslo has ten years of experience working with university school relationships in which both types of institutions have unique and complementary ways of looking at and working with teacher professionalism in teacher education. The article provides examples from this partnership, analyzing them in light of indicators of: well-functioning partnerships between the teacher education institution and practice schools; quality work related to the development of study programs for teacher education; and good teacher education. The article’s main findings are that in a well-functioning partnership, university schools are able to influence the quality of teacher education programs by contributing to the management of study programs, including courses, teaching, evaluation and practice forms on campus and within school practice. In addition, close connections between school and campus promote professional relevance for teacher education students and provide good role models for understanding the professionalism of becoming a teacher. The article also provides a theoretical framework of quality indicators that may be used in analyzing partnerships between teacher education intuitions and schools. Keywords: close and committed partnerships, teacher education schools, quality work, relevance, educational quality

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“…A particular concern has been how learning across sites can be better aligned and how schools can be positioned as equal partners in teacher qualification (Grossman, Hammerness, McDonald, & Ronfeldt, 2008;Lillejord & Børte, 2016;Zeichner, 2010). This literature emphasises closer cooperation between higher education institutions and schools, and the need to organise on-campus learning activities around teachers' practices (Canrinus, Klette, & Hammerness, 2017b;Darling-Hammond, 2014;Forzani, 2014;Jenset et al, 2018;Windschitl, Thompson, Braaten, & Stroupe, 2012). Within this body of research, the notion of integration often has a spatial framing, examining the interrelationship between two sites of learning (e.g.…”

Section: Coherence and Knowledge Integration In Teacher Educationmentioning

confidence: 99%

Knowledge Discourses and Coherence in Professional Education

Hermansen

2020

P&P

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In recent years, significant attention has been paid to the relationship between different knowledge domains in professional education, based on the assumption that achieving coherence between domains is important for student learning and educational quality. In particular, much research has addressed questions of knowledge integration across different sites of learning. However, less attention has been paid to the epistemic diversity of the campus-based programme context and to how relationships between knowledge domains are constructed within epistemically diverse professional programmes. This article addresses this gap by examining how program leaders discursively position disciplinary knowledge in relation to the mandate of teacher education. The data consist of interviews and logs from 20 program leaders at four higher education institutions. The analysis identifies four accounts of the role of disciplinary knowledge in teacher education. The article concludes by discussing implications for efforts to achieve coherence and knowledge integration in professional education.

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Talk About Field Placement Within Campus Coursework: Connecting Theory and Practice in Teacher Education

Cited by 22 publications

References 44 publications

Diversity in Coherence: Strengths and Opportunities of Three Programs

Diversity in Coherence: Strengths and Opportunities of Three Programs

Universitetsskolers bidrag til utvikling av lærerutdanningen ved Universitetet i Oslo

Knowledge Discourses and Coherence in Professional Education

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