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El. knyga: Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology

Edited by (University of Oslo, Norway), Edited by (UiT the Arctic University of Norway, Norway), Edited by (University of Oslo, Norway)
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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.



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.

Part 1 Development of integrated teacher education in Norway

1.Transforming teacher education through innovation

2. Quality in Teacher Education Programs

3. Five-year integrated research-based teacher education for primary and
secondary school

4. Coherence in teacher education a case of research-based reform.

5. Transforming teacher education to the masters degree level, an experiment


Part 2 Research Literacy in Teacher Education

6. Using Research and Development to establish coherence in teacher education


7. Relevance of the masters thesis for becoming a professional teacher

8. Student teachers as co-researchers. Connecting research and education in
the Co-research model

9. Multilingualism as a theme for the masters thesis investigation

10. Master thesis as boundary crossing mediating artefacts

Part 3 Bridging the gap between campus and schools (theory and practice)

11. Transformative partnerships with university schools

12. School based mentoring tools combining research knowledge, student
teachers needs and mentors professional judgement

Part 4 Development of Professional Identity

13. Promoting professional identity development: Teachers as mentors on
campus

14. Shaping professional identity in the early days of teacher education

Part 5 Video as a means of connecting coursework to teaching practice

15. Video as a tool to connect coursework to teaching practice: Learning to
reason around specific teaching practices

16. Using authentic practice videos in formative assessment in teacher
education

Part 6 Epilog

17. Epilog: Teachers as epistemic change agents
Ida K. Riksaasen Hatlevik is Professor of Pedagogy, University of Oslo, Norway.

Rachel Jakhelln is Professor of Pedagogy, UiT The Arctic University of Norway, Norway.

Doris Jorde is Emeritus Professor of Science Education, University of Oslo, Norway.
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