Coherence and Assignment Study in Teacher Education (CATE) (avsluttet)

• Hammerness, Karen; Klette, Kirsti; Jenset, Inga Staal & Canrinus, Esther Tamara (2020). Opportunities to study, practice, and rehearse teaching in teacher preparation: An international perspective. Teachers College Record (TCR). ISSN 0161-4681. 122(11). Fulltekst i vitenarkiv
• Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education. ISSN 0022-4871. 70(3), s. 192–205. doi: 10.1177/0022487117737305. Fulltekst i vitenarkiv Vis sammendrag

  Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

• Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen (2018). Grounding Teacher Education in Practice Around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States. Journal of Teacher Education. ISSN 0022-4871. 69(2), s. 184–197. doi: 10.1177/0022487117728248. Fulltekst i vitenarkiv Vis sammendrag

  Worldwide, teacher educators and policy makers have called for teacher preparation that is more deeply linked to practice. Yet we know little about how such linkages are achieved within different international programs. We examine the degree to which programs provide opportunities to learn that are grounded in practice, during university coursework. We report on observation data (N = 104 hr) from the methods courses in six programs in Finland, Norway, and California. Using an analytical framework decomposing the conception of “grounding in practice” in teacher education, this article provides evidence regarding the successes and challenges of incorporating practice in teacher education. The final version of this research has been published in the Journal of Teacher Education. © 2017 SAGE Publications

• Klette, Kirsti; Hammerness, Karen Moore & Jenset, Inga Staal (2017). Established and evolving ways of linking to practice in teacher education: Findings from an international study of the enactment of practice in teacher education. Acta Didactica Norge. 11(3), s. 1–22. doi: 10.5617/adno.4730. Fulltekst i vitenarkiv Vis sammendrag

  Worldwide, teacher educators and policymakers call for teacher preparation that is more deeply linked to practice. Yet, we know little about how such linkages are achieved within different international programs. We examine the degree to which programs provide opportunities to learn that are grounded in practice. We report on survey data (n = 486 teacher candidates) from five pro-grams in Finland, Norway, California, Chile, and Cuba, and observation data from the methods courses (n = 104 hours) in six programs in Finland, Norway, and California. Using an analytical framework decomposing the conception of ‘opportunities that are grounded in practice’ in teacher education, this article provides evidence regarding the successes—and challenges—concerning incorporating practice in teacher education. These findings suggest that some ways of linking to practice in teacher education seem to be established, while others are still evolving.

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• Klette, Kirsti (2013). USA og Cuba krev meir av lærarstudentane enn Norden(http://www.uniforum.uio.no/nyheter/2013/09/usa-og-cuba-har-strengast-krav-til-lerarstudentar.html). [Journal]. UniForum. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2017). Practice-Based Teacher Education Coursework: An Examination of the Extent and Characteristics of How Teacher Education Coursework Is Grounded in Practice Across Six Teacher Education Programs in Finland, Norway and California, US. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  The thesis is written within the field of teacher education research, and examines practice-based teacher education by looking at the extent and characteristics of how teacher education coursework is grounded in practice. It examines the opportunities the teacher candidates have to learn that are grounded in practice, and the instructional practices contributing to these opportunities. This is examined in six teacher education programs across three national contexts, using a conceptual and analytical framework, constituted by eight dimensions of opportunities to learn that are grounded in practice. The thesis has a multiple-case design. It builds upon observation data, and uses survey data as support. Primarily, the observation data analysis has been theory-driven, according to the analytical framework of the study, in addition to a more inductive analysis of the observation data and a descriptive analysis of the survey data. The thesis’ findings are summarized in its three articles. Article I identifies a pattern across all programs concerning specific areas of opportunities grounded in practice that seems to be established (i.e. opportunities to take the pupils’ perspective), while others (i.e. opportunities to analyze pupils’ learning) remain a challenge for grounding teacher education in practice. The other articles examine two specific opportunities to learn that are grounded in practice, i.e. opportunities to talk about field placement in Article II, and opportunities to analyze pupils’ learning in Article III. Article II finds that the candidates across programs report extensive opportunities to talk about field placement, but that the talk at one of the programs is more specific, detailed and linked to theory. Article III finds that the candidates have few opportunities to analyze pupils’ learning, and that on the few occasions that they do, the potential of these opportunities to learn about the complexity of teaching and learning is not taken advantage of. Overall, this thesis points to areas for development for teacher education, more specifically related to instructional practices grounding teacher education in practice. The work has been conducted at the Department of Teacher Education and School Research.

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