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oapen-20.500.12657-900922024-05-02T02:23:52Z Transforming University-based Teacher Education through Innovation Hatlevik, Ida Katrine Riksaasen Jakhelln, Rachel Jorde, Doris Teacher education;subject didactics;education;educational quality;innovations;school partnerships;quality work;coherence;integration;student active learning;professional teacher education;research-based;practice oriented;teacher educators;mentoring;pedagogical content knowledge;ProTed;Centre for Professional Learning in Teacher education;Centre of Excellence in Learning in Teacher Education;video-based research;technology thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNK Educational administration and organization thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques This Norwegian-led, internationally relevant edited collection provides new insights into the transformation of teacher education programmes of the future by collating novel and cutting-edge innovations gleaned from ProTed, the Centre for Professional Learning in Teacher Education in Norway. Presenting research findings from a 10-year funded period of innovation and practice, the book discusses the implementation and dissemination of successful innovations to other teacher education institutions, both national and international. Led by direct experiences combined with empirical results, chapters explore a variety of methods that promote best practice within universities and higher education programmes. These include the progression and coherence in programme design, the relationship and partnerships between university campus and schools, teachers’ professional identities and communities, integrated teacher education, and the advantages of using video technology in teaching practice for a digital future. Ultimately serving as a useful tool for research-based knowledge to inform policy development, this book will be of interest to researchers, scholars, and postgraduate students in teacher education, higher education, and teacher reform more broadly. Those interested in research design will also find the book useful. 2024-05-01T09:24:03Z 2024-05-01T09:24:03Z 2024 book 9781032693798 9781040015315 9781032667898 https://library.oapen.org/handle/20.500.12657/90092 eng Routledge Research in Teacher Education application/pdf Attribution 4.0 International 9781040015247.pdf Taylor & Francis Routledge 10.4324/9781032693798 10.4324/9781032693798 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 9781032693798 9781040015315 9781032667898 Routledge 263 open access
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This Norwegian-led, internationally relevant edited collection provides new insights into the transformation of teacher education programmes of the future by collating novel and cutting-edge innovations gleaned from ProTed, the Centre for Professional Learning in Teacher Education in Norway.
Presenting research findings from a 10-year funded period of innovation and practice, the book discusses the implementation and dissemination of successful innovations to other teacher education institutions, both national and international. Led by direct experiences combined with empirical results, chapters explore a variety of methods that promote best practice within universities and higher education programmes. These include the progression and coherence in programme design, the relationship and partnerships between university campus and schools, teachers’ professional identities and communities, integrated teacher education, and the advantages of using video technology in teaching practice for a digital future.
Ultimately serving as a useful tool for research-based knowledge to inform policy development, this book will be of interest to researchers, scholars, and postgraduate students in teacher education, higher education, and teacher reform more broadly. Those interested in research design will also find the book useful.
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