Student teachers’ conditions for professional learning on and across the learning arenas of teacher education
A theoretically grounded account
DOI:
https://doi.org/10.7577/njcie.3736Keywords:
student teachers, learning on and across learning arenas, tensions, coherenceAbstract
Teacher education is supposed to be able to offer student teachers professional learning that will enable them to deal with the academic and social needs they may be confronted with in school. This calls for teacher education based on a coherent and meaningful division of labour between the learning activities that take place on campus and in placement schools. This has proved difficult to achieve. Research shows a significant gap in the way teacher education is organised. The purpose of this article is to contribute to the development of a theoretically grounded account of the so-called “theory-practice” gap in teacher education, which can move us beyond the simple dichotomies that currently seem to annoy much research and practitioners’ interest in this field. We argue that achieving such an account will require the expansion of more equal and mutually negotiated professional learning in teacher education, that can contribute to enhancing student teachers’ professional learning, on and across the various learning arenas of teacher education. We seek to achieve this objective by following a theoretical line of inquiry, supported with empirical data. Our theoretical rationale is based on socio-cultural learning theory, where coherence, transboundary translation, and re-contextualisation are important subordinate theoretical-analytical terms.
Downloads
Metrics
References
Akkerman, S. F. & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81, 132–169. https://doi.org/10.3102/0034654311404435
Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: Opportunities for professional experience. Asia-Pacific Journal of Teacher Education, 37(1), 27–44. https://doi.org/10.1080/13598660802530503
Buchman, M. & Floden, R. E. (1991). Coherence in teacher education: A view from the USA. Oxford Review of Education, 17(1), 65–72. https://doi.org/10.1080/0305498910170105
Bulterman-Bos, J. A. (2008). Relevance in educational research: Will a clinical approach make education research more relevant for practice? Educational Researcher, 37(7), 412–420. https://doi.org/10.3102/0013189X08325555
Christensen, H., Eritsland, A. G., & Havnes, A. (2014). Bridging the gap? Student attitudes about two learning arenas in teacher education. In E. Arntzen (Ed.), Educating for the future: Proceeding of the ATEE 38th. Annual Conference (pp. 46–61). Norway 2013.
Cochran-Smith, M. & Zeichner, K. (Eds.) (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Lawrence Erlbaum Associates. https://doi.org/10.4324/9781315044408-14
Darling-Hammond, L., Hammerness, K., Grossmann, P., Rust, F., & Shulman, L. (2012). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390–441). Jossey-Bass.
Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring, and coaching as instructional strategies. In D. H. Jonassen (Ed.), Handbook of research on educational communication and technology (pp. 813–828). Lawrence Erlbaum Associates.
Dewey, J. (1938) [1976]. Experience and education. Collier Books.
El Kadri, M. S., & Roth, W.-M. (2015). The teaching practicum as a locus of multi-leveled, school-based transformation. Teaching Education, 26(1), 17–37. https://doi.org/10.1080/10476210.2014.997700
EQF (2005). Bologna Working Group. (2005) A framework for qualifications of the European Higher Education Area. Bologna Working Group Report on Qualifications Frameworks (Copenhagen, Danish Ministry of Science, Technology and Innovation).
Furlong, J., Campbell, A., Howson, J., Lewis, S. F., & McNamara, O. (2006). Partnership in English initial teacher education: Changing times, changing definitions – evidence from the Teacher Training Agency National Partnership Project. Scottish Educational Review, 37, 32–45.
Furu, A., & Granholt, M. (2014). Barnehagen som utdanningsarena for studenter i barnehagelærerutdanningen [Kindergarten as the educational arena for students in kindergarten teacher education]. In A. B. Reinertsen, B. Groven, A. Knutas, & A. Holm (Eds.), FoU i praksis 2013 [R&D in practice] conference proceedings (pp. 103–110). Akademika forlag.
Gjems, L. & Vinje, I. (2015). Teaching future teachers in the subject of pedagogy. Journal of Educational Issues, 1(1), 19–35. https://doi.org/10.5296/jei.v1i1.7591
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289. https://doi.org/10.1080/13540600902875340
Grudnoff, L. & Williams, R. (2010). Pushing boundaries: Reworking university-school practicum relationships. New Zealand Journal of Educational Studies, 45(2), 33–45.
Hagger, H. & McIntyre, D. (2000). What can research tell us about teacher education? Oxford Review of Education, 26(3 & 4), 483–494. https://doi.org/10.1080/713688546
Hammerness, K. M. (2006). From coherence in theory to coherence in practice. Teacher College Record, 108(7), 1241–1265. https://doi.org/10.1111/j.1467-9620.2006.00692.x
Hammerness, K. M. (2013). Examining features of teacher education in Norway. Scandinavian Journal of Educational Research, 57(4), 400–419. https://doi.org/10.1080/00313831.2012.656285
Hatlevik, I. & Havnes, A. (2017). Perspektiver på læring i profesjonsutdanninger – fruktbare spenninger [Perspectives on learning in professional education – fruitful tensions]. In S. Mausethagen & J.-C. Smeby (Eds.). Kvalifisering til profesjonell yrkesutøvelse [Qualification for professional occupation] (pp. 191–203). Universitetsforlaget.
Heggen, K. & Raaen, F. D. (2014). Koherens i lærerutdanninga [Coherence in teacher education]. Norsk Pedagogisk Tidsskrift, 98 (1), 3–13.
Heggen, K. & Thorsen, K. E. (2015). Praksisopplæring-et felles prosjekt mellom høgskole og praksisskole? [Placement training – A joint project between university college and placement school?] Norsk Pedagogisk Tidsskrift, 99(05), 362–374.
Hobson, A. J., Malderez, A., Tracey, L., Giannakaki, M. S., Pell, R. G., Kerr, K., & Roper, T. (2006). Becoming a teacher: Student teachers’ experiences of initial teacher training in England. University of Nottingham, UK: University of Leeds & Ipso MORI Social Research Institute. Research Report RR744.
Joram, E. (2007). Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education. Teaching and Teacher Education, 23 (2), 123–135. https://doi.org/10.1016/j.tate.2006.04.032
Klein, E., Taylor, M., Onore, C., Strom, K., & Abrams, L. (2013). Finding a third space in teacher education: Creating an urban teacher residency. Teaching Education, 24(1), 27–57. https://doi.org/10.1080/10476210.2012.711305
Korthagen, F. A. J. (2007). The gap between research and practice revisited. Educational Research and Evaluation, 13(3), 303–310. https://doi.org/10.1080/13803610701640235
Kosnik, C. & Beck, C. (2009). Priorities in teacher education. The 7 key elements of pre-service preparation. Routledge. https://doi.org/10.4324/9780203870402
Ministry of Education (2019). National curriculum regulations for kindergarten teacher education. https://www.regjeringen.no/no/tema/utdanning/hoyere-utdanning/rammeplaner/id435163/
Nguyen, H. T. (2009). An inquiry-based practicum model: What knowledge, practices, and relationships typify empowering teaching and learning experiences for student teachers, cooperating teachers and college supervisors? Teaching and Teacher Education, 25(5), 655–662. https://doi.org/10.1016/j.tate.2008.10.001
NOKUT (2006). Evaluering av allmennlærerutdanningen i Norge 2006. Del 1: Hovedrapport [Evaluation of the general teacher education in Norway 2006. Part 1: Main report], Rapport fra ekstern komité. Norway.
Raaen, F. D. (2017). Placement mentors making sense of research-based knowledge. Teacher Development, 21(4). https://doi.org/10.1080/13664530.2017.1308429
Raaen, F. D. (2018). Hva slags vitenskapelighet trenger profesjonsutøvere? Lærerutdanningen som case [What kind of science do professionals need? Teacher education as a case]. In H. Christensen, O. Eikeland, E. B. Hellne-Halvorsen, & I. M. Lindboe (Eds.), Vitenskapelighet og kunnskapsforståelse i profesjonene [Scientific and understanding knowledge in the professions] (pp. 61–83). Universitetsforlaget.
Rosaen, C. & Florio-Ruane, S. (2008). The metaphors by which we teach. Experience, metaphor, and culture in teacher education. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 706–731). Routledge.
Schein, E. (1985). Organizational culture and leadership: A dynamic view. Jossey-Bass.
Schollaert, R. (2011). Continuing professional development for the 21st century: Setting the scene for teacher induction in a new era. In P. Picard & L. Ria (Eds.), Beginning teachers: A challenge for educational systems – CIDREE Yearbook 2011 (pp. 9–28). ENS de Lyon, Institut Francais de L’Education.
Shulman, L. S. (1996). Just in case: Reflections on learning from experience. In K. T. J. Colbert & P. Desberg (Eds.), The case for education: Contemporary approaches for using case methods (pp. 197–217). Allyn & Bacon.
Stenhouse, L. (1975). An introduction to curriculum research and development. Heinemann.
Thorsen, K. E. (2016). Practice teachers’ role in teacher education: Individual practices across educational curricula. Acta Didactica Norge, 10(2), 179–192. https://doi.org/10.5617/adno.2417
Tuomi-Gröhn, T. (2007). Developmental transfer as a goal of collaboration between school and work: A case study in the training of daycare Interns. Actio: An International Journal of Human Activity Theory, 1, 41–62.
UHR (2019a). National guidelines for the Primary and Lower Secondary Teacher Education Programme for years 1–7. https://www.uhr.no/_f/p1/i9667e583-aa3b-4f25-a8fe-64af8b199072/national_guidelines_for_the_primary_and_lower_secondary_teacher_education_programme_for_years_1_7.pdf
UHR (2019b). National guidelines for the Primary and Lower Secondary Teacher Education Programme for years 5–10. https://www.uhr.no/_f/p1/iecd98eeb-d012-44ce-b364-c8787ca51a95/national_guidelines_for_the_primary_and_lower_secondary_teacher_education_programme_for_years_5_10.pdf
van Kraayenoord, C. E., Honan, E., & Moni, K. B. (2011). Negotiating knowledge in a researcher and teacher collaborative research partnership. Teacher Development, 15(4), 403–420. https://doi.org/10.1080/13664530.2011.635267
Wang, F. & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5–23. https://doi.org/10.1007/BF02504682
Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education, 21, 117–124. https://doi.org/10.1016/j.tate.2004.12.001
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1-2), 89–99. https://doi.org/10.1177/0022487109347671
Zeichner, K., Payne, K. A., & Brayko, K. (2015). Democratizing teacher education. Journal of Teacher Education, 66(2), 122–135. https://doi.org/10.1177/0022487114560908
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Finn Daniel Raaen, Kirsten Elisabeth Thorsen
This work is licensed under a Creative Commons Attribution 4.0 International License.
Declaration on copyright
- The author/s will keep their copyright and right of reproduction of their own manuscript, with the work simultaneously licensed under a Creative Commons Attribution License, but give the journal a permanent right to 1) present the manuscript to the public in the original form in which it was digitally published and 2) to be registered and cited as the first publication of the manuscript.
- The author itself must manage its financial reproduction rights in relation to any third-parties.
- The journal does not provide any financial or other remuneration for contributions submitted.
- Readers of the journal may print the manuscripts presented under the same conditions that apply to reproduction of a physical copy. This means that mass reproduction of physical copies or production of copies for commercial purposes is not permitted without the agreement of the author/s.
