Teacher<i>training</i>and teacher<i>education</i>in England and Norway: a comparative study of policy goals

Stephens, Paul; Tønnessen, Finn Egil; Kyriacou, Chris

doi:10.1080/0305006042000184908

Cited by 66 publications

(57 citation statements)

References 13 publications

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“…An anti-authoritarian stance is embedded within the teaching profession (Korsgaard 2002) and setting and streaming run contrary to the Norwegian cultural belief that everyone should be treated equally (Stephens et al 2004). This means that, generally speaking, Norwegian schools are "schools for all" i.e.…”

Section: Three National Contextsmentioning

confidence: 99%

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Professional development for professional learners: teachers’ experiences in Norway, Germany and England

Czerniawski

2013

Journal of Education for Teaching

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Section: Three National Contextsmentioning

confidence: 99%

“…Two public sector employment models identified by the Previous research has characterised the Norwegian education system as one in which equality is valued over and above cultural and academic achievements (Stephens et al 2004). …”

Section: Three National Contextsmentioning

confidence: 99%

Professional development for professional learners: teachers’ experiences in Norway, Germany and England

Czerniawski

2013

Journal of Education for Teaching

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“…Where Norway differentiates between theory and practice, the English TE system seems to have moved almost solely to a practical classroom-based approach. In a comparative study of policy goals of teacher training in England and Norway, Stephens et al (2004) found that in the English policy document, ITT provides training for preservice teachers which is mainly focused on the 'practical skills of teaching' (Stephens et al 2004:110), with a marked reduction of time devoted to academic study and moral debate. In England, ITT courses are obliged to meet with a series of competencies (called 'Standards') set by the English Department of Education (DfE) (Stephens et al 2004:114 Stephens et al 2004:112).…”

Section: Childhood Development and Learning In Teacher Preparation Prmentioning

confidence: 99%

“…Across the Atlantic in Norway, individual TE institutions are responsible for developing courses in line with the goals and structure of the national framework, referred to as 'the Norwegian framework', and TE institutions are expected to produce their own curricula, but within the parameters set out by the framework (Stephens, Tønnessen & Kyriacou 2004). Similarly to the United States, the Norwegian framework requires child development and learning to form part of coursework in TE programmes.…”

Section: Childhood Development and Learning In Teacher Preparation Prmentioning

confidence: 99%

“…However, another similarity with the United States is that in the courses on child development and learning theory and practice are not always interwoven. The Norwegian framework contains separate theory and practice sections called Educational Theory and Educational Practice (Stephens et al 2004). (Stephens et al 2004:116).…”

Section: Childhood Development and Learning In Teacher Preparation Prmentioning

confidence: 99%

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Knowledge of child development in the interface of theory and practice in foundation phase teacher education

Ragpot

2017

SAJCE

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How the child develops and learns should be an integral part of pre-service teacher education programmes. This article argues that for foundation phase teachers to teach young children effectively, course content in initial teacher education (TE) should cultivate a thorough understanding of the developing child by infusing theories of childhood development into coursework and practicum. To strengthen this argument, the article gives examples of international TE programmes which recognise that child development should take preference in these programmes. However, for the future teacher to really know the developing child and how to intervene when optimal development is not in place, the theories on child development taught in coursework need to be done in tandem with practical work in a school classroom. This theory–practice interface in initial TE could be optimally supported in a foundation phase pre-service TE programme, which utilises a university-affiliated teaching school as site for practical cross articulation of coursework theory.

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Teaching About Teaching: Teacher Educators’ and Student Teachers’ Perspectives from Norway

Ulvik

Smith

2018

International Research, Policy and Practice in Teacher Education

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In this chapter we will address the question of how to prepare for professionalism in teaching. We will especially focus on higher education based teacher educators and their role in promoting integration between theory and practice which is perceived as a challenge in teacher education (Korthagen 2010; Kvernbekk 2012). The chapter draws on a study that investigated teacher educators' competence seen from their own and student teachers' perspective in a Norwegian context (Ulvik and Smith 2016). Competence is here understood as the knowledge and skills teacher educators need to do their job.

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Teachertrainingand teachereducationin England and Norway: a comparative study of policy goals

Cited by 66 publications

References 13 publications

Professional development for professional learners: teachers’ experiences in Norway, Germany and England

Professional development for professional learners: teachers’ experiences in Norway, Germany and England

Knowledge of child development in the interface of theory and practice in foundation phase teacher education

Teaching About Teaching: Teacher Educators’ and Student Teachers’ Perspectives from Norway

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