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”
MetadataVis full innførsel
- SPS - Documents 
OriginalversjonCaspersen, 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.2012.11.003
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
SerieTeaching and Teacher Education;30
Viser innførsler beslektet ved tittel, forfatter og emneord.
Reshaping teacher professionalism. An analysis of how teachers construct and negotiate professionalism under increasing accountability Mausethagen, Sølvi (Skriftserien avhandling;(5), Peer reviewed; Doctoral thesis, 2013)This thesis explores how the teacher profession in Norway constructs and negotiates professionalism when teacher professionalism is reconstructed in national policy. I am particularly concerned with the increased policy ...
Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard (European Journal of Teacher Education;Volume 41 - Issue 2, Journal article; Peer reviewed, 2017-12-20)The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practice. This study explores ...
Braathe, Hans Jørgen; Otterstad, Ann Merete (Proceedings of the International Mathematics Education and Society Conference;(1), Journal article; Peer reviewed, 2013-04)As researchers in teacher education institutions we are facing ideological and economic shifts involving restrictions on the possibilities of influencing themes and methodologies for research projects.