The preparation of future teachers is shaped by the structure and quality of teacher education programmes. Research has consistently shown that effectiveness in these programmes depends on being grounded in a clear and shared vision of teaching (Darling-Hammond et al., 2005; Feiman-Nemser, 2001; Hammerness & Klette, 2015; Kennedy, 2006; Zeichner & Conklin, 2008). A well-articulated vision fosters a shared understanding among faculty and student teachers about what constitutes quality teaching and learning (Anderson & Stillman, 2013; Darling-Hammond et al., 2017). Without a clearly defined vision, student teachers often face difficulties integrating their coursework with real-world classroom experiences, potentially turning to traditional, familiar methods from their own school experiences (Penuel, Bell & Neill, 2020). A clear vision defines what good teaching looks like and provides a guide that helps student teachers gradually build their teaching skills and professional identity over time (Darling-Hammond et al., 2005). This study examines how the vision and coherence of teacher education programmes in Iceland are articulated, communicated, and enacted, as well as how these elements shape student teachers’ perceptions and classroom practices.

Teacher education in Iceland has undergone significant reforms since 2008, when a five-year master’s degree became a requirement for teacher certification (Act No. 87/2008). The first cohort of students graduated from this restructured programme in 2013, and since then, additional modifications have been implemented, particularly in the organization of field practice. In 2019, a major reform introduced the option of a paid internship for student teachers during their final year, aiming to provide practical experience while easing financial barriers. Despite these rapid changes, little research has been conducted on Icelandic teacher education, particularly regarding its vision of good teaching and how programme coherence supports student teachers in translating theory into practice. Understanding how a shared vision and coherence are developed and sustained within teacher education programmes in Iceland is essential for evaluating their impact on future educators.

A well-defined vision in teacher education serves multiple purposes. It not only reflects the broader goals of the programme but also shapes the kind of teachers graduates will become, the classroom practices they will adopt, and their role in the broader education system (Darling-Hammond et al., 2005). However, having a vision alone is not sufficient; research highlights the importance of programme coherence, where coursework, field experiences, and pedagogical instruction are aligned to create a meaningful and integrated learning experience (Canrinus et al., 2019; Grossman, 2008; Hammerness, 2014). Programmes that are coherent around a central set of ideas regarding teaching and learning have been found to have a stronger influence on student teachers’ instructional practices (Kennedy, 1999).

This study seeks to examine how a shared vision is developed and sustained within teacher education programmes in Iceland. The research is conducted through qualitative interviews with programme leaders and selected faculty members at the University of Iceland and the University of Akureyri. These interviews explore programme leaders’ perspectives on how vision and coherence are developed within their programmes and faculty members’ insights into how these elements are enacted in practice and their experiences in connecting coursework, fieldwork, and pedagogical instruction. The interviews were conducted in Icelandic, as both the participants and researchers were native Icelandic speakers. All interviews were recorded and transcribed. To identify the programme’s vision, interviews with programme leaders and faculty were analysed using established methods from prior research on teacher visions (Hammerness, 2006). The interviews were systematically coded and examined, focusing on idealized conceptions of teaching and instructional practices. This approach provided a detailed understanding of how the vision was articulated and communicated within the programmes, as well as how leaders and faculty interpreted and engaged with these ideas.

This study will contribute to the limited research on Icelandic teacher education by providing insights into how vision and coherence are established within teacher preparation programmes in a rapidly evolving policy landscape. By analysing perspectives from programme leaders, faculty, and teacher educators, the findings will inform ongoing discussions on how to enhance teacher education to better prepare student teachers for the complexities of classroom teaching.

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