About the project
The project aims to identify what contributes to quality in teaching practicum in schools and initial teacher education. We will develop new strategies and practices for enhancing quality in teaching practice. Furthermore, we aim to develop a system for ensuring quality for teaching practice in schools. The research will explore existing as well as implement new forms of teaching practicum. We aim to further develop instruments and models together with representatives from our partner schools, that can give deeper, contextualised insights into pre-service teachers’ teaching practicum in schools.
Objectives
Reports on pre-service teachers’ teaching practices in schools points to a great need for more systematised knowledge on pre –service teachers experience of and in teaching practice, as well as how ITE institutions and schools can ensure quality in teaching practice. Quality in teaching practice is not only important for pre-service teachers’ learning, but also their motivation for both becoming and continuing to work as teachers.
Publications
Wiese, E., Hatlevik, I.K.R., & Daza, V. (2024). How can universities ensure quality of practice in initial teacher education? Teaching and Teacher Education. doi: 10.1016/j.tate.2023.104462.
Hatlevik, I.K.R. (2024). Quality in teacher education programs. In: Hatlevik, I.K.R., Jakhelln,R.E., & Jorde, D. Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. p. 14–49. doi: 10.4324/9781032693798-3
Hatlevik, I.K.R., Jakhelln, R.E. & Jorde, D.(2024). Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. doi: https://doi.org/10.4324/9781032693798