Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology

• Format: eBook Book
• Language: English
• Published: Oxford Taylor & Francis 2024; Routledge
• Series: Routledge Research in Teacher Education
• Subjects: Centre for Professional Learning in Teacher education; Centre of Excellence in Learning in Teacher Education; coherence; Education; Educational administration and organization; educational quality; Educational strategies and policy; Higher education, tertiary education; innovations; integration; mentoring; pedagogical content knowledge; Philosophy and theory of education; practice oriented; professional teacher education; ProTed; quality work; research-based; school partnerships; Society and Social Sciences; student active learning; subject didactics; Teacher & Student Mentoring; Teacher education; teacher educators; Teacher training; Teaching of a specific subject; Teaching skills and techniques; technology; video-based research
• ISBN: 1040015247; 1032693797; 9781040015315; 9781032667898; 1032667893; 9781032693798; 9781040015247; 104001531X
• DOI: 10.4324/9781032693798

This Norwegian-led, internationally relevant edited collection provides new insights into the transformation of teacher education programmes of the future by collating novel and cutting-edge innovations gleaned from ProTed, the Centre for Professional Learning in Teacher Education in Norway. Presenting research findings from a 10-year funded period of innovation and practice, the book discusses the implementation and dissemination of successful innovations to other teacher education institutions, both national and international. Led by direct experiences combined with empirical results, chapters explore a variety of methods that promote best practice within universities and higher education programmes. These include the progression and coherence in programme design, the relationship and partnerships between university campus and schools, teachers’ professional identities and communities, integrated teacher education, and the advantages of using video technology in teaching practice for a digital future. Ultimately serving as a useful tool for research-based knowledge to inform policy development, this book will be of interest to researchers, scholars, and postgraduate students in teacher education, higher education, and teacher reform more broadly. Those interested in research design will also find the book useful. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons (CC-BY) 4.0 license.