Dichotomous and Multifaceted: Teacher Educators' Understanding of Professional Knowledge in Research-Based Teacher Education

Autor/inn/en	Jegstad, Kirsti Marie; Fiskum, Tove Anita; Aspfors, Jessica; Eklund, Gunilla
Titel	Dichotomous and Multifaceted: Teacher Educators' Understanding of Professional Knowledge in Research-Based Teacher Education
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 6, S.1005-1019 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jegstad, Kirsti Marie) ORCID (Fiskum, Tove Anita) ORCID (Aspfors, Jessica) ORCID (Eklund, Gunilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1958255
Schlagwörter	Foreign Countries; Teacher Educators; Evidence Based Practice; Pedagogical Content Knowledge; Comprehension; Teacher Education; Knowledge Base for Teaching; Norway; Finland + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Verstehen; Verständnis; Teaching theory; Theory of teaching; Unterrichtstheorie; Norwegen; Finnland
Abstract	In the Nordic countries, teacher education programmes are shifting towards a research-based design, thus placing new expectations and requirements on teacher educators. In this study, we aim to explore teacher educators' understanding of professional knowledge in research-based teacher education. We interviewed 16 Norwegian and six Finnish teacher educators. The teacher educators' views of professional knowledge could be divided into two main categories -- academic characteristics and personal characteristics -- and three dichotomies were discussed: educational sciences versus subject sciences, research versus teaching and collaboration versus autonomy. Teacher educators come from various backgrounds and bring different experiences into teacher education. Thus, their understanding of professional knowledge in research-based teacher education seems to be dichotomous and multifaceted. The dichotomies that were uncovered and the tensions between them provide the foundation for further development of teacher education in Norway and Finland. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01