Teachers' professional qualification; different forms of preservice programs and different knowledges

Prosjektperiode: 01/01/2012 - 31/08/2016

Institusjon: Senter for profesjonsstudier, Høgskolen i Oslo

Prosjektleder: Finn Daniel Raaen

Program: Praksisrettet utdanningsforskn

Sammendrag

There are continuous discussions about how qualification for teachers and pre-school teachers should be organized and what kind of competence that is needed. Increased importance is attached to research based education and practice. Education reforms are to a greater extent based on research. This project focuses on how teacher education is understood and implemented in pre-school and school teacher education. A central hypothesis is that a greater emphasis on research based knowledge in teacher education will lead to increased tension regarding how the mandate of teacher education is understood. Such tensions relate to different views on the primacy of research-based or experience based knowledge. Looking at such tensions from an institutional perspectiv e, teacher qualification is situated in different learning environments and influenced by various cultures. Students' learning are formed in the interaction between participants with different views on teacher knowledge who work within different instituti onal frameworks. We aim to find out how the tension between the different types of knowledge are being handled (1) in pre-school and teacher education and (2) in various full time- and part time- models. The different sub-projects are concerned with the same overarching questions and seek to draw on each other's findings and collaborate across sub-projects, combining qualitative and quantitative data. In various ways observations are combined with interviews and supplemented with logs, focus groups, sur vey questionnaires and document analysis. The qualitative data is in the projects' analysis combined with quantitative longitudinal survey data (StudData) collected from students of different professions (e.g. pre-/school teachers) and teacher educators ( LUData, FluData). A comparative perspective will expand knowledge generated from within-profession perspectives,and is therefore of great interest for professionals, policy makers and highereducation providers.