NERA 2023 – Oslo

Flere av prosjektets forskere holdt innlegg på NERA 2023 i Oslo i mars. Bjørn Smestad, Ove E. Hatlevik, Monica Johannesen og Leikny Øgrim presenterte «Identifying characteristics of TPDC – a literature review», Kirsten E. Thorsen og Pål Lundberg presenterte «Teacher educators’ development of students teachers’ R&D competence«. I tillegg presenterte Bjørn Smestad også «Mathematics teachers’ critical competence» der det teoretiske rammeverket er basert på en tidligere artikkel fra prosjektet (Smestad og Gillespie, 2020). Sist, men ikke minst oppsummerte Birgitte Lund Nielsen og Monica Johannesen en poster med overordnede funn fra prosjektet: «Teacher education for the 21st century»

Kompetansedelingsseminar

Soria Moria hotell, 24.-25.1. 23 På kompetansedelingsseminaret, ledet av Birgitte Lund Nielsen og Kirsten E. Thorsen, fokuserte vi på områder i overordnet del av læreplanverket (LK20) som kan kobles til TEQ21s kompetanseområder; profesjonsfaglig mangfoldskompetanse, digital kompetanse og FoU-kompetanse.

New publication

R&D competence in primary and lower secondary teacher education – Teacher educators’ perspective Kirsten E. Thorsen & Pål Lundberg The policy reform concerning integrated research-based primary and lower secondary teacher programmes at master’s level from 2016 aims to develop teacher students’ R&D competence. While various studies have examined the content of research-based education programmes, there is little knowledge about the role of teacher educators which is the focus in this study. The data are collected from focus group interviews with a total of 10 teacher educators teaching the same cohort in addition to a survey. The results show that the teacher educators are genuinely concerned with their subjects and emphasize research on the subject and didactic perspectives. The education does not seem to have succeeded in creating a common understanding and commitment to R&D competence as a common multidisciplinary task. Read fulltext: https://doi.org/10.18261/npt.106.5.5

New publication

Student teachers’ research and development (R&D) practice – constraining and supporting practice architectures Beverley Goldshaft, Ela Sjølie & Monica Johannesen An important aim of teacher education is to produce teachers who are innovators and education researchers who engage in continuous learning about teaching as part of their professional lives. For student teachers to develop research skills and turn their knowledge into professional research and development (R&D) competence, they must practice their skills and apply their knowledge to relevant contexts. This study uses the theory of practice architectures as a theoretical and analytical lens to examine the arrangements that enable and constrain student teachers’ R&D practice. A descriptive case study was conducted with participants from two practicum groups from a master’s programme in Norway. While the use of observational tools was found to enable R&D practice, constraining arrangements were also identified. The article argues for greater attention to student teachers’ research activities during practicum, particularly organisational conditions needed to enhance the relationship between university learning and practicum-based learning. Read fulltext: https://www.tandfonline.com/doi/full/10.1080/14681366.2022.2140698

NERA 2022 in Reykjavik, Iceland

Teq21 has conducted a successful symposium on NERA 2022. The title of the symposium was “Teacher education stretched between a research turn and a practical turn” and consisted of five presentations: «Teachers’ professional competence in policy documents for school and teacher education in Norway» presented by Monica Johannesen and Bjørn Smestad «Tensions between policy and stakeholders’ perceptions about the acquisition of teachers’ diversity competence (tDIVc) in teacher education» presented by Astrid Gillespie and Hanne Rinholm «Teacher educators’ efforts supporting student teachers’ research and development competence on campus and in placement –tensions and coherence» presented by Kirsten Thorsen and Pål Lundberg «Teachers´ professional digital competence, between policy, theory and practice» presented by Leikny Øgrim and Monica Johannesen «Systematic observation as a supportive tool in Teacher Education (TE)» presented by Beverley Goldshaft The symposium was led by chair Bjørn Smestad. Professor Louise Mifsud acted as discussant and provided both constructive criticism and interesting questions and considerations Teq21 will take with us further.

Skriveseminar mars 2022

Første skriveseminar i forbindelse med fagboka Utdanning for tverrfaglige mål Produktivt skriveseminar med flere av bidragsyterne møttes på OsloMet i medio mars. Hovedstrukturen og sammenhengen i boka begynner å ta form, og vi har en god liste over spennende bidrag både fra lærere og forskere tilknyttet prosjektet. Redaksjonen ser fram til neste skrive- og responsseminar i september.

«Dette må fremtidens lærere kunne»

-Godt faglig innhold på lærerutdanningen er ikke nok for å utdanne profesjonelle lærere. Prosjektlederne Monica Johannessen og Bjørn Smestad intervjuet av OsloMets Ida Viksveen Larsen https://www.oslomet.no/forskning/forskningsnyheter/dette-fremtidens-laerere-kunne

TEQ21-paper presentations at NERA 21

Several of the work packages in TEQ21 were represented at NERA21 in Odense, 3-5. November. WP3 (transdisciplinary competencies): Birgitte Lund Nielsen and Jens H. Lund: «Reflections from teacher educators, student teachers and practice teachers on teacher knowledge in the areas of professional diversity, research & development and digital competencies». WP5 (teachers’ professional research & development): Kirsten Elisabeth Thorsen and Pål Lundberg: «Research based teacher education – placement teachers perspectives». WP6 (teachers’ professional digital competence): Leikny Øgrim, Monica Johannessen and Ove Edvard Hatlevik: «The role of materiality in the conceptual understanding of professional knowledge».