Sammenhæng i læreruddannelsen: Hvad, hvofor og i erkendelse af kompleksitet?

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review


Previous research has shown that the concept coherence (without further definition) is used very frequently and with very positive connotations in discussions about teacher education (author, 2018). Apparently, coherence as a concept covers a central aspect in teacher educators’ beliefs (Morrison, 2016) which to some extend may stem from experiences with and concerns about complexity and uncertainty. The concept also appears in Danish curriculum analyses (Carlsen, 2016), and among international scholars in the field there is a call for more research. Grossman et al. (2008) for example conclude that despite the increasing emphasis on developing coherent teacher preparation programs the ingredients of coherence remain relatively underexplored. The overall purpose of the present research is to add analyses in the purpose of stimulating critical and collaborative learning conversations among teacher educators (Czerniawski, Guberman & MacPhail, 2017). The study is guided by the research question: Which meanings of the concept coherence appear in teacher educational discussions among Danish teacher educators, in policy documents and in the international research literature? Through new analyses of interviews with teacher educators and other qualitative data (author, 2018) we have identified six different meanings of the concept coherence as seen in a teacher education context. A, as a psychological and learning related concept, focusing on student teachers’ construction of meaning and understanding. B, as a didactical concept related to continuity and progression. C, as a construct to describe organisation and structure of the program. D, as construct to discuss connections between arenas, e.g. the campus-arena and placement schools. E, as an epistemological concept: the nexus between theory and praxis. F, as a concept to describe stable and permanent collegial relationships among teacher educators. This typology is developed iteratively and is here used as a cross-reference discussing results from two concurrent lines of analyses. These are, a focused review of the international research literature, and analyses of policy documents. Based on narrative synthesis from the research literature we found four themes: 1) coherence seen in opposition to something else e.g. in existing programs, 2) coherence via student teachers’ practical syntheses, 3) coherence in the curriculum, and 4) critical discussions of coherence in teacher education seen in a democratic society. Analyses of two different policy documents, national law of teacher education and an evaluation connected to a 2017 reform of teacher education, have shown that two different orientations are dominating in the use of coherence as an educational concept in those two contexts. In the national law text, coherence primary appears as a didactical concept (B) and furthermore in a very specific way in the meaning of ‘intra subject connections’, e.g. the students’ competences to recognize connections in ecosystems in the subject biology. In the evaluation, coherence opposite to this primarily appears connected to the question of relations, or lack of relations, between educational arenas, and between teacher education and schools (D). The analyses across data sources extend the variety and nuances of the way coherence is used in discussions about teacher education – often with implicit not expressed understandings of what coherence in teacher education is and has to be, and why. It becomes clear that the appeals for more coherence in teacher education contain differences connected to the approach to the problem. Looking forward, this is a very relevant area for cross-fertilization of ideas in learning activities for teacher educators. This might involve discussions about how working with tensions is necessary and can be a fruitful part of qualification to be a teacher, and that student teachers’ experience of meaning might be stimulated by both patterns and loose ends (Hatlevik, 2014; Mausethagen & Smeby, 2017).
Bidragets oversatte titelSammenhæng i læreruddannelsen: Hvad, hvofor og i erkendelse af kompleksitet?
Publikationsdato3 sep. 2019
Antal sider4
StatusUdgivet - 3 sep. 2019
BegivenhedECER 2019: 'Education in an Era of Risk – the Role of Educational Research for the Future' - Hamborg, Tyskland
Varighed: 3 sep. 20196 sep. 2019


KonferenceECER 2019


  • Uddannelse, professioner og erhverv


Lund, J. H., & Nielsen, B. L. (2019). Coherence in teacher education: What, why and in recognition of complexity?. 1-4. Afhandling præsenteret på ECER 2019, Hamborg, Tyskland.