Newly Qualified Teachers’ Understandings of Research-based Teacher Education Practices–Two Cases From Finland and Norway

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Rachel Jakhelln, Gunilla Eklund, Jessica Aspfors, Kristin Bjørndal, Gerd Stølen
Förläggare: Taylor & Francis
Publiceringsår: 2019
Tidskrift: Scandinavian Journal of Educational Research
eISSN: 1470-1170


Abstrakt

This study examines newly qualified teachers’ (NQTs) understandings of
research-based teacher education practices by looking at two cases in
Finland and Norway. The NQTs were interviewed after they had finished
their master’s degrees and before they started their careers. The results
of the individual semistructured interviews and a thematic analysis
revealed a weak connection between research-based knowledge gained
from initial teacher education (ITE) and the teachers’ professional work.
The Finnish NQTs were highly research oriented, while the Norwegian
NQTs focused on teachers’ development of their daily work. The results
are discussed in relation to the theory of practice architectures, as well
as how cultural-discursive, material-economic and social-political
arrangements enable and constrain different kinds of research-based ITE
practices in both countries.


Senast uppdaterad 2019-09-12 vid 02:50