dc.contributor.author | Jakhelln, Rachel Elise | |
dc.contributor.author | Eklund, Gunilla Brita Maria | |
dc.contributor.author | Aspfors, Jessica | |
dc.contributor.author | Bjørndal, Kristin Emilie W | |
dc.contributor.author | Stølen, Gerd | |
dc.date.accessioned | 2019-09-17T10:21:59Z | |
dc.date.accessioned | 2019-09-18T06:28:21Z | |
dc.date.available | 2019-09-17T10:21:59Z | |
dc.date.available | 2019-09-18T06:28:21Z | |
dc.date.issued | 2019-09-12 | |
dc.identifier.citation | Jakhelln rej, Eklund GBM, Aspfors J, Bjørndal kew, Stølen gs. Newly qualified teachers’ understandings of research-based teacher education practices in Finland and Norway. Scandinavian Journal of Educational Research. 2019 | en |
dc.identifier.issn | 0031-3831 | |
dc.identifier.issn | 0031-3831 | |
dc.identifier.issn | 1470-1170 | |
dc.identifier.uri | https://hdl.handle.net/10642/7549 | |
dc.description.abstract | This study examines newly qualified teachers’ (NQTs) understandings of research-based teacher education practices by looking at two cases in Finland and Norway. The NQTs were interviewed after they had finished their master’s degrees and before they started their careers. The results of the individual semistructured interviews and a thematic analysis revealed a weak connection between research-based knowledge gained from initial teacher education (ITE) and the teachers’ professional work. The Finnish NQTs were highly research oriented, while the Norwegian NQTs focused on teachers’ development of their daily work. The results are discussed in relation to the theory of practice architectures, as well as how cultural-discursive, material-economic and social-political arrangements enable and constrain different kinds of research-based ITE practices in both countries. | en |
dc.language.iso | en | en |
dc.publisher | Taylor & Francis | en |
dc.relation.ispartofseries | Scandinavian Journal of Educational Research; | |
dc.rights | Den aksepterte, fagfellevurderte postprint-versjonen av artikkelen er tillatt å arkivere i institusjonelle arkiv med en embargo på 18 måneder. | en |
dc.subject | Newly qualified teachers | en |
dc.subject | Research-based teacher education | en |
dc.subject | Practice architectures | en |
dc.subject | Teacher education practices | en |
dc.title | Newly qualified teachers’ understandings of research-based teacher education practices in Finland and Norway | en |
dc.type | Journal article | |
dc.type | Journal article | en |
dc.type | Peer reviewed | en |
dc.date.updated | 2019-09-17T10:21:59Z | |
dc.description.version | acceptedVersion | en |
dc.identifier.doi | http://dx.doi.org/10.1080/00313831.2019.1659402 | |
dc.identifier.cristin | 1724035 | |
dc.source.journal | Scandinavian Journal of Educational Research | |