01 SES 17 A, Teacher Education and Transdisciplinary Teacher Professional Competencies
Teacher educators (TEs), student teachers (STs) and mentor teachers (MTs) can be expected to emphasise various types of knowledge when reflecting on teacher education (Ben-Peretz, 2011; Puustinen et al., 2018). A previously developed typology refers e.g. to modes of knowledge like theory or empirical evidence arguing that both modes can be either local, experience-based, or more global (authors 2020a; 2020b). STs can, according to McGarr et al. (2017), be expected to have strong emotions related to theory, and tensions in the meeting between STs, TEs and MTs when referring to theory have been shown (Kalgraf & Lindhart, 2018). The aim of the study is to compare and contrast stakeholders’ reflections on teacher knowledge and competencies. The research design is a mixed methods QUAL-quan design (Creswell & Clark, 2018). STs have in a survey answered the question: “What is relevant diversity [research & development; digital] competencies for teachers? Data from two cohorts is included. The first cohort spring 2020, where also focus-group interviews were made with STs, TEs and MTs. The second cohort august 2020. For cohort 1, n=128, the answering % for the three items are 36% in professional diversity competence, 16% research & development competence and 20% about professional digital competence. The answering % for cohort 2 is respectively 52%, 33%, 48% (n=116). The open reflections and the interviews were analysed thematically by two researchers developing and refining themes (Braun & Clarke, 2006). Findings show that STs refer to humanistic values and the student-teacher relation or tolerance to religious background when reflecting on professional diversity competence. Opposite, professional digital competence is mainly referred to in terms of an effective teacher proficient in using specific tools. Research & development competence is for example reflected in terms of a reflective teacher using new evidence to back practice. Hence, theire appear to be differences in relation to what Menter et al. (2010) call paradigms: the effective teacher, the reflective teacher, the enquiring teacher and the transformative teacher, also in the reflections from the same ST. The interviews reveal additional differences comparing STs with TEs and MTs. TEs primarily use global theory (authors, 2020a; 2020b) in their argumentation while student teachers and practice teachers mainly refer to local evidence and experiences. `Research´ is by all groups implicitly or explicitly referred to research articles, not so much to practitioner inquiries. Implications points to educational benefits from explicitly addressing a knowledge typology in teacher education.
Authors 2020a; 2020b Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. Ben-Peretz, M. (2011). Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling? Teaching and Teacher Education, 27, 3-9. Creswell, J.W. & Clark, V.L.P (2018). Designing and conducting mixed methods research. Sage Publications. Kalgraf, S. & Lindhardt, E.M. (2018). Lærerutdannerens profesjonelle rolle i praksismøtet The professional role of the teacher educator in practice meeting. Nordic Studies in Education, 38(1), 67–81. McGarr, O., O’Grady, E. & Guilfoyle, L. (2017). Exploring the theory-practice gap in initial teacher education: Moving beyond questions of relevance to issues of power and authority. Journal of Education for Teaching, 43(1), 48-60. Menter, I. et al. (2010). Literature review on teacher education in the 21st century. Glasgow: Scottish Government Social Research Puustinen, M., Säntt i, J., Koski, A., & Tammi, T. (2018). Teaching: A practical or research-based profession? Teacher candidates’ approaches to research-based teacher education. Teaching and Teacher Education, 74, 170-179
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