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EBX01000000000000001346911 |
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240507 ||| eng |
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|a 9781032693798
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|a 9781032667898
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|a 9781040015315
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|a Hatlevik, Ida Katrine Riksaasen
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| 245 |
0 |
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|a Transforming University-based Teacher Education through Innovation
|h Elektronische Ressource
|b A Norwegian Response to Research Literacy, Integration and Technology
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| 260 |
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|b Taylor & Francis
|c 2024
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| 300 |
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|a 263 p.
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| 653 |
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|a Teacher education;subject didactics;education;educational quality;innovations;school partnerships;quality work;coherence;integration;student active learning;professional teacher education;research-based;practice oriented;teacher educators;mentoring;pedagogical content knowledge;ProTed;Centre for Professional Learning in Teacher education;Centre of Excellence in Learning in Teacher Education;video-based research;technology
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| 653 |
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|a Teaching skills and techniques
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| 653 |
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|a Educational administration and organization
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| 653 |
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|a Philosophy and theory of education
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| 653 |
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|a Educational strategies and policy
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| 653 |
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|a Teaching of a specific subject
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| 653 |
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|a Teacher training
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| 700 |
1 |
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|a Jakhelln, Rachel
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| 700 |
1 |
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|a Jorde, Doris
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| 700 |
1 |
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|a Hatlevik, Ida Katrine Riksaasen
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b OAPEN
|a OAPEN
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| 490 |
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|a Routledge Research in Teacher Education
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| 500 |
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|a Creative Commons (cc), https://creativecommons.org/licenses/by/4.0/
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| 028 |
5 |
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|a 10.4324/9781032693798
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| 856 |
4 |
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|u https://library.oapen.org/bitstream/id/73d276bf-8d84-4b31-acdc-e38a0e595923/9781040015247.pdf
|x Verlag
|3 Volltext
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| 856 |
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|u https://library.oapen.org/handle/20.500.12657/90092
|z OAPEN Library: description of the publication
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|a 370
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| 082 |
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|a 700
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|a 600
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|a 100
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|a This Norwegian-led, internationally relevant edited collection provides new insights into the transformation of teacher education programmes of the future by collating novel and cutting-edge innovations gleaned from ProTed, the Centre for Professional Learning in Teacher Education in Norway. Presenting research findings from a 10-year funded period of innovation and practice, the book discusses the implementation and dissemination of successful innovations to other teacher education institutions, both national and international. Led by direct experiences combined with empirical results, chapters explore a variety of methods that promote best practice within universities and higher education programmes. These include the progression and coherence in programme design, the relationship and partnerships between university campus and schools, teachers’ professional identities and communities, integrated teacher education, and the advantages of using video technology in teaching practice for a digital future. Ultimately serving as a useful tool for research-based knowledge to inform policy development, this book will be of interest to researchers, scholars, and postgraduate students in teacher education, higher education, and teacher reform more broadly. Those interested in research design will also find the book useful.
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