Search results for: Klette Kirsti
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Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. This study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. The authors conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.
Updated: Feb. 10, 2020
In this article the author argues for the need to bridge studies of teaching and learning with studies of the subject involved – to establish a conversation between didactics and classroom studies. An analytical design and framework able to bridge the teaching–learning gap needs to be developed. Emerging technologies in video/audio documentation provide one chain of investigations for bridging how different thematic patterns are linked to instructional activities and interaction formats in classrooms.
Updated: Feb. 03, 2008