TAPTE:Theory and Practice in Teacher Education
About the project
This project examines how teacher students perceive aspects of practice training and theoretical oriented education during their teacher education. Teacher education in Norway is
- a four-year general teacher education.
- a one year teacher education programme for students who have completed the required studies in the humanities, social science or natural sciences.
- an integrated five year programme qualifying for secondary school teaching.
All these options are included in the research project. The pedagogical part of a teacher training programmes typically contains both practical and theoretical elements. The theoretical part is likely to be administered through campus based activities (lectures, seminars and such like based on the syllabus), whereas the practical part is mostly taken care of by placing student teachers in schools where they are to teach and be supervised by the teachers of that school. This project will develop further knowledge on how the teacher students perceive the relation between theory and practice during teacher education, and on how these perceptions vary by type of programme.
Christophersen, K.A, Elstad, E, Solhaug, T. & Turmo, A. (forthcoming). Antecedents of student teachers’ affective commitment to the teaching profession and turnover intention. European Journal of Teacher Education
Christophersen, K.A, Elstad, E, Solhaug, T. & Turmo, A. (2015). Explaining Motivational Antecedents of Citizenship Behavior among Preservice Teachers. Education Sciences, 5, 126-145. Free access at http://www.mdpi.com/2227-7102/5/2/126/pdf
Christophersen, K.A, Elstad, E, Solhaug, T. & Turmo, A. (2015). Gender Variations in Norwegian Pre-service Teachers' Motivational Orientations. Problems of Education in the 21st Century (ISSN 1822-7864), 63 (63), 17-28.
Christophersen, K.A, Elstad, E, Solhaug, T. & Turmo, A. (2015). Antecedents of Norwegian student teachers' campus time on task. International Journal of Learning, Teaching and Educational Research, 10 (3), 59-78. Free access at http://www.ijlter.org/index.php/ijlter/article/view/273
Christophersen, K.A, Elstad, E, Solhaug, T. & Turmo, A. (2015). Teacher Education Programmes and Their Contribution to Student Teacher Efficacy in Classroom Management and Pupil Engagement. Scandinavian Journal of Educational Research. http://www.tandfonline.com/doi/full/10.1080/00313831.2015.1024162.