Session Information
99 ERC SES 04 K, Professional Learning and Development
Paper Session
Contribution
In 2017, the Norwegian teacher education program for primary and lower secondary teachers underwent a transformation, transitioning from a four-year program to a master's degree program. By the spring of 2022, the inaugural cohort of primary and lower secondary teachers graduated, equipped with newly earned master's degrees in teaching.
Norway's official framework for primary and lower secondary teacher education, as outlined by the Ministry of Education and Research (2016a and 2016b), explicitly emphasizes the necessity for teacher education programs to exhibit both high academic quality and coherence. This coherence, although not exclusively, extends to the integration of learning activities conducted on campus and practical experiences, with the latter also referring to organized practicums for teacher education students. However, it is acknowledged that practical experience encompasses various activities beyond structured practicums.
According to the official framework, a teacher education student is required to undergo no less than 110 days of practicum, distributed over the five years of their academic studies. Furthermore, the framework underscores the importance of establishing a close relationship between academic institutions and the professional field represented by practicum schools.
Despite the explicit description of the relationship between theory represented by the teacher education institutions and practice, here represented by the practicum schools, in the official framework, there remains a perceived gap or lack of coherence. Munthe et al., (2020) characterize the nexus between theory and practice in teacher education as a context where diverse arenas converge to support the comprehensive knowledge and competence development of teacher students. The lack of such cohesion is not a novel issue within teacher education, evident in both Norwegian and international contexts (ibid). The perceived situation becomes explicit in for example Canrinus et al., (2017) where teacher students report on a gap between theory and practice, and in Thorsen (2019) where it is highlighted a lack of consensus between school-based and university-based educators when they collaborate during teacher students' practicum.
During practicums, school-based and university-based teacher educators often collaborate in supporting, mentoring, and evaluating teacher students, forming a formalized partnership. In this partnership, both parties contribute their expertise to facilitate the learning of teacher education students, creating a synergy that enhances the learning environment beyond individual capabilities (Lillejord & Børte, 2014). However, there is a potential risk that a lack of coherence in this partnership may widen the gap between the university and schools rather than narrowing it. Considering the perception of the gap between theory and practice as well as the evolving specialized direction of teacher education, there is a keen interest in examining how school-based and university-based teacher educators perceive the competencies essential for future teachers. Our research question is “How do school-based and university-based teacher educators perceive the competencies future teachers require, and are there any discernible tensions in these perceptions?” And we are curious whether this is a place where they agree or disagree with one another, and if so on what.
As mentioned earlier, we want to know how different groups see the skills needed for future teachers. We expect to find tensions, but we do not necessarily know much about what these tensions consist of. A deeper understanding of the present situation will help us focus on improving cooperation between the different parties in this partnership. The goal is to contribute to bridging the gap between theory and practice in teacher education. As we see it, a way to get there is to strengthen the relationship between academic institutions and the professional field represented by practicum schools.
Method
In December 2023, educators overseeing the third year of two teacher education programs, encompassing both school-based and university-based settings, participated in a survey comprising both qualitative and quantitative inquiries. This survey was administered in advance of a practicum period. Survey data were collected via Nettskjema.no and carried out in Norwegian to avoid miscommunication. The participants filled out the survey online, anonymously. Subsequently, in the spring of 2024, a follow-up survey will be disseminated post the practicum period's conclusion. This subsequent survey will address aspects of a revised framework for the third-year practicum, specifically focusing on a redesigned composition of students within their practicum groups. Emphasis will be placed on aligning the academic backgrounds of the four students with those of the university-based and school-based teacher educators. Historically, practicum groups have comprised of two students from one academic subject and two from another, lacking a systematic approach to ensuring compatibility between the academic backgrounds of the students and their respective educators. The proposed structural changes can be seen as integral to the ongoing specialization of the teacher education programs. Our sample can be described as a homogenous sampling process (Tashakkori & Teddlie, 2009).
Expected Outcomes
Initial findings indicate tensions in the perceptions of various stakeholders regarding the competencies they see as essential for future teachers. Preliminary results revealed two main categories: Resource oriented or problem oriented. Further we see a notable portion of primary school-based educators expressing a critical stance toward practicum organization that aligns with the objective of cultivating specialized teachers. They emphasize the necessity for teachers with broad competence and assert that specialization may impede this broader perspective. In other words, they see the current development in the direction of specialization as a problem. Lower secondary teachers, along with a substantial number of university-based teacher educators, embrace this specialization and see it as a resource for professional learning, development, and reflection. Lower secondary teachers also report a positive and optimistic view on the structure of the group, pointing out that the teacher students will have other academic subjects than the one they have in common, which will help ensure a broad practicum experience and view on what it means to be a teacher.
References
-Canrinus, E. T., Bergem, O. K., Klette, K., & Hammerness, K. (2017). Coherent teacher education programmes: Taking a student perspective. Journal of Curriculum Studies, 49(3), pp. 313-333. -Lillejord, S., & Børte, K. (2014). Partnerskap i lærerutdanningen: En forskningskartlegging. [Partnerships in teacher education. An overview of research]. Oslo: Kunnskapssenter for utdanning. -Ministry of Education and Research (2016a). Regulations relating to the framework plan for primary and lower secondary teacher education for years 1-7. UHR. national_guidelines_for_the_primary_and_lower_secondary_teacher_education_programme_for_years_1_7.pdf (uhr.no) -Ministry of Education and Research (2016b). Regulations Relating to the Framework Plan for Primary and Lower Secondary Teacher Education for Years 5–10. UHR. national_guidelines_for_the_primary_and_lower_secondary_teacher_education_programme_for_years_5_10.pdf (uhr.no) -Munthe, E., Ruud, E. & Malmo, K.A.S. (2020). Praksisopplæring i lærerutdanninger i Norge. En forskningsoversikt. [Practical Training in Teacher Education in Norway: A Research Overview]. Kunnskapssenter for Utdanning, Universitetet i Stavanger. -Teddlie, C. and Tashakkori, A. (2009). Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. Sage, London. -Thorsen, K.E. (2019). Utvikling av faglig kompetanse i praksis. I Teoretiske og praktiske kunnskaper i lærerkvalifisering – sammenhenger og spenninger (pp. 25-34). [Development of Professional Competence in Practice. In Theoretical and Practical Knowledge in Teacher Qualification – Connections and Tensions]. Universitetsforlaget, Oslo.
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