Newly Qualified Teachers' Understandings of Research-Based Teacher Education Practices--Two Cases from Finland and Norway

Autor/inn/en	Jakhelln, Rachel; Eklund, Gunilla; Aspfors, Jessica; Bjørndal, Kristin; Stølen, Gerd
Titel	Newly Qualified Teachers' Understandings of Research-Based Teacher Education Practices--Two Cases from Finland and Norway
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 1, S.123-139 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jakhelln, Rachel) ORCID (Eklund, Gunilla) ORCID (Aspfors, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2019.1659402
Schlagwörter	Beginning Teachers; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Evidence Based Practice; Educational Practices; Educational Research; Preservice Teacher Education; Masters Programs; Theory Practice Relationship; Comparative Education; Foreign Countries; Finland; Norway + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Lehramtsstudiengang; Lehrerausbildung; Magister course; Magisterstudiengang; Theorie-Praxis-Beziehung; Vergleichende Erziehungswissenschaft; Ausland; Finnland; Norwegen
Abstract	This study examines newly qualified teachers' (NQTs) understandings of research-based teacher education practices by looking at two cases in Finland and Norway. The NQTs were interviewed after they had finished their master's degrees and before they started their careers. The results of the individual semistructured interviews and a thematic analysis revealed a weak connection between research-based knowledge gained from initial teacher education (ITE) and the teachers' professional work. The Finnish NQTs were highly research oriented, while the Norwegian NQTs focused on teachers' development of their daily work. The results are discussed in relation to the theory of practice architectures, as well as how cultural-discursive, material-economic and social-political arrangements enable and constrain different kinds of research-based ITE practices in both countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01