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dc.contributor.authorCanrinus, Esther Tamara
dc.contributor.authorKlette, Kirsti
dc.contributor.authorHammerness, Karen
dc.contributor.authorBergem, Ole Kristian
dc.date.accessioned2019-05-22T10:55:29Z
dc.date.available2019-05-22T10:55:29Z
dc.date.created2018-09-17T16:22:26Z
dc.date.issued2018
dc.identifier.citationTeachers and Teaching: theory and practice. 2018, 25 (1), 110-123.nb_NO
dc.identifier.issn1354-0602
dc.identifier.urihttp://hdl.handle.net/11250/2598442
dc.description.abstractThe aim of this article is to explore similarities and differences in teacher candidates’ perceptions of their opportunities to enact practice in university courses in five teacher education programmes, located in Norway, Finland, USA, Cuba, and Chile. Paper and pencil surveys were distributed among candidates (N = 488) to measure their perception of their opportunities to enact practice in campus courses. Across programmes, the students report the least opportunity to examine transcripts of classroom talk or student discussions. They report the most opportunity to talk about their field placement and to plan for their teaching. Using Analysis of Variance, differences between the programmes were studied. Students in a programme which has explicitly made efforts to connect theory and practice over a period of 15 years do report more opportunities to enact practice. Students from a programme that has been constantly working on improvements but not a major redesign conceptualised around coherence, report experiencing fewer opportunities to enact practice. We conclude that teaching practices closely linked to pupils’ understanding might be in need of additional attention in teacher education programmes.nb_NO
dc.language.isoengnb_NO
dc.titleOpportunities to enact practice in campus courses: Taking a student perspective.nb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionsubmittedVersionnb_NO
dc.source.pagenumber110-123nb_NO
dc.source.volume25nb_NO
dc.source.journalTeachers and Teaching: theory and practicenb_NO
dc.source.issue1nb_NO
dc.identifier.doi10.1080/13540602.2018.1526171
dc.identifier.cristin1610294
dc.description.localcodeNivå1nb_NO
cristin.unitcode201,14,1,0
cristin.unitnameInstitutt for pedagogikk
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode2


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