Blar i Senter for profesjonsforskning (SPS) på emneord "Teacher education"
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Creating theory-practice linkages in teacher education: Tracing the use of practice-based artefacts
(International Journal of Educational Research;Volume 104, 2020, 101670, Journal article; Peer reviewed, 2020-08-25)Relatively little attention has been paid to how educators actively construct linkages between different forms of knowledge at the micro-level of educational activities in campus-based teacher education. The current article ... -
Hybrid educators in teacher education: A study of their epistemic boundary work
(OsloMet Avhandling 2022;Nr 18, Doctoral thesis; Peer reviewed, 2022)This article-based thesis investigates the epistemic characteristics of hybrid educators’ boundary work in the context of Norwegian teacher education. With employment both as schoolteachers and educators, hybrid educators ... -
Negotiating professional expertise: Hybrid educators’ boundary work in the context of higher education-based teacher education
(Teaching and Teacher Education : An International Journal of Research and Studies;Volume 109, January 2022, 103559, Peer reviewed; Journal article, 2021-10-16)Researchers and policymakers advocate the need to establish stronger relations between schools and universities in teacher education, but we know little about micro-level practices that professionals engage in to forge ... -
Placement mentors making sense of research-based knowledge
(Journal article; Peer reviewed, 2017)Placement mentors’ role increasingly implies demonstrating to student teachers how research-based knowledge in combination with experience-based knowledge may be relevant in teachers’ professional work. This is a challenge. ... -
Situating cultural diversity in movement. A case study on physical education teacher education in Norway
(Sport, Education and Society;, Journal article; Peer reviewed, 2017-12-11)There is a growing body of research on cultural diversity, discrimination and racism in physical education teaching and practice. However, although ‘cultural diversity’ is a central concern in research, curriculum and ... -
Teacher autonomous motivation for continuous professional development: the relationship with perceived workplace conditions
(Teachers and Teaching: theory and practice;Volume 28, 2022 - Issue 8, Peer reviewed; Journal article, 2022-10-28)The school context has the potential to hinder or stimulate teachers’ motivation to attend Continuous Professional Development (CPD) programs. The present study investigated the relationship between workplace conditions ...