Newly qualified teachers’ understandings of research-based teacher education practices in Finland and Norway

  • Jakhelln+Eklund+Aspfors+Bj%C3%B8rndal++St%C3%B8len+%28in+press%29+%28003%29.pdf (1M)

Author(s)

Publication date

2019-09-12

Series/Report no

Scandinavian Journal of Educational Research;

Publisher

Taylor & Francis

Document type

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.

Keywords

Version

acceptedVersion

Permanent URL (for citation purposes)

  • https://hdl.handle.net/10642/7549