The valuation of knowledge and normative reflection in teacher qualification. A comparison of teacher educators, novice and experienced teachers.
Journal article, Peer reviewed
“ n o t i c e: this is the author’s version of a work that was accepted for publication in teaching and teacher education. changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. changes may have been made to this work since it was submitted for publication. a definitive version was subsequently published in teaching and teacher education, 30. http://dx.doi.org/10.1016/j.tate.2012.11.003”
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Original version
Caspersen, J. (2013). The valuation of knowledge and normative reflection in teacher qualification: A comparison of teacher educators, novice and experienced teachers. Teaching and Teacher Education, 30, 109-119. http://dx.doi.org/10.1016/j.tate.2012.11.003Abstract
The transition from teacher education to work in schools has been described as an “epistemic clash”.
Teacher educators’, novice teachers’ and experienced teachers’ valuation of the academic, practical and
normative demands of teaching are compared using survey data from teacher education and schools. All
groups value academic knowledge and practical skills highly. Teacher educators take a more positive
attitude toward inclusion, and differ in their views of the normative demands of teaching. The role of
teacher education as a corrective to the contemporary demands made of schools through political and
international policy initiatives is emphasized