University–preschool collaboration in pre-school teacher education in Iceland

A Systematic Literature Review on Improving Quality of Master Programs through (re)Designing Teacher Training

“…The common characteristics identified provide a more solid pathway for universities to develop and redesign M-level programs to have a greater impact on the personal and professional level of the master's students, as well as on socio-economic and cultural development. The examined studies provided relevant data to consider when redesigning the curriculum for training teachers in the university context at the M-Level: a coherent approach to research and practice (Cornelissen et al, 2013;Wichmann-Hansen et al, 2015;Sin, 2012;Liu et al, 2015;Li, 2020;Afdal, 2017;Becher, 2021); strengthening university-preschool partnerships (Parfitt & Rose, 2018;Oonk et al, 2020;Mörk, 2021); research-oriented teaching and research mentoring in higher education (Horowitz & Christopher, 2013;Afdal, 2017;Böttcher & Thiel, 2018); interaction with master students, collaboration, and learning co-creation within a student-staff partnership (Bovill et al, 2016).…”

“…Coherence is another important aspect identified during our SLR. It is recognized by scholars (Afdal, 2017;Mishra et al, 2019;Jiang et al, 2021;Becher, 2021;Mörk, 2021) as crucial for program design in higher education. Coherence involves harmonizing both theoretical courses, taught by faculty teachers to prepare professionals and generate knowledge, and practical activities, setting the professional practice that heavily relies on accompanying practitioners.…”

“…Effective pedagogical techniques that ensure students' content learning, cognition, psychosocial development, and success in college are identified (Pascarella & Terenzini, 1991;Mayhew et al, 2016;Seifert, 2017). Practical activities should integrate a broad spectrum of educational knowledge encompassing cognitive, interpersonal, and organizational dimensions of the teaching profession, as well as aspects of practice (Hordern, 2015;Mörk, 2021). M-level programs in educational sciences often provide connections between theory and practice, university courses, and practicum components, focusing on integrating tasks in teaching practice and various aspects of classroom management and cognitive aspects of learning and teaching.…”

Innovations in professional activity: what students of specialty “Preschool Education” think about it

“…To perform this, it is necessary to ensure the systematic growth of innovative skills of PEI teachers; inform them about the essence of innovation, etc. [18][19][20][21][22]. The readiness of the teacher for innovative activity is characterized by a range of developed professional skills, which justify the conscious implementation of personal innovations in the educational process of PEI [18][19][20].…”

“…[18][19][20][21][22]. The readiness of the teacher for innovative activity is characterized by a range of developed professional skills, which justify the conscious implementation of personal innovations in the educational process of PEI [18][19][20]. The development of the teacher's skills in planning the educational process in PEI (with respect to the conceptual foundations of innovation, the goals of teaching and teaching children, the use of optimal forms, methods and techniques of professional activity, specification of goals and objectives) allows to implement new technologies, including information and communication technologies [21,22].…”