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