Teacher Education for the 21st century

Monica Johannesen, Birgitte Lund Nielsen

Publikation: Konferencebidrag uden forlag/tidsskriftPosterForskningpeer review

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Abstract

The poster presents overall findings and discussions from the TEQ21 project (https://teq21.oslomet.no/about-the-teq21-project/) examining in what ways teacher education, at the campus and the school-arena, and with transitions between the arenas, can support the student teachers' transdisciplinary professional competences: professional research & development, professional diversity, and professional digital competences.
Theoretical framework:
Teacher education for the 21st century must enable student teachers’ handling of complex (transdisciplinary) issues, and the development of professional competences requires integrating different modes of knowledge rather than engendering conflict between theory and practice. The TEQ21 project addresses three areas of transdisciplinary professional competencies, 1) R&D competencies 2) Professional diversity competencies and 3) Professional digital competencies (Smestad and Gillespie, 2020). Student teachers’ professional competencies are developed in the interplay with peers and with teacher educators and school-based mentor teachers at the different learning arenas (Raaen and Thorsen, 2020). This three-part collaboration is crucial, however there can be tensions, and the teacher educators’ role may be unclarified and complex.
Methodology/research design:
The research design is a mixed methods design with data from three groups of informants: Student teachers, teacher educators and mentor teachers. This includes repeated survey data from two cohorts of student teachers starting 2019 and 2020, and additionally survey data from teacher educators and mentor teachers. The qualitative data consists of focus group interview with all three groups and additional observational data. The poster will not present a detailed analysis of these multiple data sources (published elsewhere), but findings and implications across data sources are presented.
Findings:
Preliminary findings indicate that student teachers believe that they are qualified for using digital tools and have a sensitive attitude to diversity issues, referring to generational issues and a kind of “everyday” competence. They express less knowledge about R&D and mostly relate this to reading research literature and to a lesser degree to their own active inquiries. On the other hand, mentor teachers express concerns about the student teachers’ professional competences for supporting pupils learning with digital tools and for acting in the diverse classroom. Furthermore, the teacher educators (from campus) are concerned about the mentor teachers’ engagement in reading research literature. It is therefore crucial to further discuss the three-part collaboration and to illuminate the character of the professional competencies. Representing different parts of the teacher education, the three parties bring about different but equally necessary knowledge, although with different and distinct responsibilities. The research analysis has resulted in a model and propose this as a “thinking technology” to be used in professional dialogues.
Relevance to Nordic educational research:
Research in cooperation between two Nordic countries.
OriginalsprogEngelsk
Publikationsdato2023
Antal sider1
StatusUdgivet - 2023
BegivenhedNERA Conference 2023: Digitalization and Technologies in Education Opportunities and Challenges - OsloMet, Oslo, Norge
Varighed: 15 mar. 202317 mar. 2023
Konferencens nummer: 2023
https://booking.berg-hansen.no/eventportal/#/event/109273/published/f770af4c8d01fec1c9737f4adeb685896ded6d03

Konference

KonferenceNERA Conference 2023
Nummer2023
LokationOsloMet
Land/OmrådeNorge
ByOslo
Periode15/03/2317/03/23
Internetadresse

Citationsformater