Dichotomous and Multifaceted: Teacher Educators’ Understanding of Professional Knowledge in Research-based Teacher Education

Kirsti Marie Jegstad*, Tove Anita Fiskum, Jessica Aspfors, Gunilla Eklund

*Korresponderande författare för detta arbete

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

Sammanfattning

In the Nordic countries, teacher education programmes are shifting towards a research-based design, thus placing new expectations and requirements on teacher educators. In this study, we aim to explore teacher educators’ understanding of professional knowledge in research-based teacher education. We interviewed 16 Norwegian and six Finnish teacher educators. The teacher educators’ views of professional knowledge could be divided into two main categories–academic characteristics and personal characteristics–and three dichotomies were discussed: educational sciences versus subject sciences, research versus teaching and collaboration versus autonomy. Teacher educators come from various backgrounds and bring different experiences into teacher education. Thus, their understanding of professional knowledge in research-based teacher education seems to be dichotomous and multifaceted. The dichotomies that were uncovered and the tensions between them provide the foundation for further development of teacher education in Norway and Finland.

OriginalspråkEngelska
TidskriftScandinavian Journal of Educational Research
DOI
StatusPublicerad - 17 aug 2021
MoE-publikationstypA1 Tidskriftsartikel-refererad

Nyckelord

  • Teacher educators
  • research-based teacher education
  • professional knowledge
  • Norway
  • Finland

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