Session Information
01 SES 09 A, Partnership for Sustainable Transition from Teacher Education to Profession (STEP): Knowledge-building for Retaining New Teachers in an Age of Uncertainty
Symposium
Contribution
A short presentation of the STEP project
The symposium is based on STEP, a research- and collaborative project that follows the first generation of students with a five-year master's education for primary school teachers in Norway during their last year of study and the first two years as teachers.
The STEP project focuses on how to retain Early Career Teachers in schools, and builds on values such as equality, multi-perspectives, competences, and collaboration. The methodology is framed by Cultural Historical Activity Theory (CHAT) combined by the approach of research circles. We combine CHAT and Research Circles (RCs) to facilitate research- and experience-based dialogues for national and international policymaking.
Primary objective: STEP will develop research- and experience-based knowledge on transition from Master Initial Teacher Education (M-ITE) into the teacher profession.
Secondary objectives:
- Identify student teachers’ expectations to the profession and school actors’ expectations to Early Career Teachers’ competence.
- Identify experiences of tension and recognition of Early Career Teachers’ competence in school.
- Ensure a continuum of professional learning for Early Career Teachers through induction and mentoring.
This multi-methodological project is funded by the Norwegian Research Association.
Different papers will introduce values, methodological perspectives and preliminary findings.
The papers are:
Paper 1: Partnership and Collaboration to Contribute to a Good Start to the Teaching Profession.
Paper 2: School Owners' Expectations to Early Career Teachers: Novices or Resource Persons?
Paper 3: School Employees' Experiences and Understanding of New Teachers' Research- and Development Competence
References
Akkerman, S. F., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of educational research, 81(2), 132-169 Bjerkholt, E., & Stokke, H. S. (2017). Et forskende fellesskap-Forskningssirkler på t vers av læringsarenaene i lærerutdanningene. Norsk Pedagogisk Tidsskrift, 101(2), 157-168. Doi: 10.1826/issn.1504-2987-2017-02-05. Engestrøm, Y. (2001). Expansive learning at work. Toward an activity-theoretical reconceptualization. Institute of Education, University of London. Engeström, Y. (1987). Learning by expanding. Helsinki: Orienta-Konsultitoy. Olsen, Knut-Rune et al. (2022) Lærerstudenters forventninger til arbeidet som profesjonelle lærere i skolen, Skriftserien fra Universitetet i Sørøst-Norge, nr. 105 https://openarchive.usn.no/usn-xmlui/handle/11250/3028158 Røise, P. & Bjerkholt, E. (2020). Frigjørende deltakelse i en forskningssirkel om faget utdanningsvalg. Forskning og Forandring, 3(1), 1-23. https://doi.org/10.23865/fof.v3.2160 See individual presentations
Update Modus of this Database
The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.