Open AccessA Comparative Study of Three Key Features in the Design and Practice of Teacher Education in the United States and Norway: Part II. Findings from a Study in Norway [VISIONS 2011: Teacher Education]
Author(s) -
Karen Hammerness
Publication year - 2012
Publication title -
acta didactica norge
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.191
H-Index - 2
ISSN - 1504-9922
DOI - 10.5617/adno.1088
Subject(s) - vision , norwegian , teacher education , scholarship , pedagogy , curriculum , coherence (philosophical gambling strategy) , mathematics education , interdependence , sociology , psychology , political science , social science , linguistics , philosophy , physics , quantum mechanics , anthropology , law
This paper draws upon recent research on program features that characterize powerful teacher education. Based upon research and scholarship in the U.S., suggests that teacher education programs need to promote a clear vision of teachers and teaching; must be coherent, reflecting a shared understanding of teaching and learning among faculty and students; and finally, that they need to be built around a strong core curriculum deeply tied to teaching practice. However, we know little about whether these features also characterize powerful teacher education programs in other countries. To start to address that gap, I describe research from two separate studies, one conducted in the United States and one in Norway. Both studies examined the visions, coherence, and relationship to practice in a range of teacher education programs. In this second paper, I share the findings from the Norwegian study. An opportunity to look across two contexts at the same features helps provide some initial insights about key characteristics of teacher education that may matter most.