Coherent Teacher Education Programmes: Taking a Student Perspective

Autor/inn/en	Canrinus, Esther T.; Bergem, Ole Kristian; Klette, Kirsti; Hammerness, Karen
Titel	Coherent Teacher Education Programmes: Taking a Student Perspective
Quelle	In: Journal of Curriculum Studies, 49 (2017) 3, S.313-333 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2015.1124145
Schlagwörter	Teacher Education Programs; Student Attitudes; Statistical Analysis; Theory Practice Relationship; Foreign Countries; Teacher Educators; Comparative Education; Cross Cultural Studies; Student Teachers; Elementary Secondary Education; Preservice Teachers; Surveys; Norway (Oslo); Finland (Helsinki); California (Stanford); Chile (Santiago); Cuba + Suchen Sie Ihr Suchwort? Schülerverhalten; Statistische Analyse; Theorie-Praxis-Beziehung; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Survey; Umfrage; Befragung; Kuba
Abstract	This study draws upon survey data of 486 student teachers from five different programmes based in five different countries (one programme in each country), and programmes that have varied in their efforts to become more coherent. We explore students' perceptions of the coherence within their teacher education programmes and across the five programmes to investigate whether teachers in these programmes actually experience their teacher education programmes to be coherent. Descriptive analyses and analysis of variance were used for this purpose. Students in a programme which has explicitly made efforts to connect theory and practice over a period of 15 years do report more coherence. Students from a programme that has been constantly working on improvements but not a major redesign conceptualized around coherence, report experiencing less coherence. Based on students' reports across all programmes, we conclude that the relationship between courses and field placements is in need of tighter links. Investing in collaboration across settings, i.e. field placement settings and university, remains a challenge for all teacher education programmes, even those engaged in substantial change efforts. Investigating how teacher educators might create closer links to school sites is a promising means of developing our understanding of teacher education programme coherence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01