Profesjonsrelevant lærerutdanning i samarbeid med praksisfeltet
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| Název: | Profesjonsrelevant lærerutdanning i samarbeid med praksisfeltet |
|---|---|
| Autoři: | Lisa Sylte, Ann, Beate Hellne-Halvorsen, Ellen, Hiim, Hilde, Aakernes, Nina |
| Přispěvatelé: | Lisa Sylte, Ann, Beate Hellne-Halvorsen, Ellen, Hiim, Hilde, Aakernes, Nina, Andersen, Tove, Granborg, Øyvind, Gulbrandsen, Petter, Haaland, Grete, Johnsen, Kjersti, Kristiansen, Aina, Magnussen, Kaija-Liisa, Linna Myhrvold, Christian, Hammeren Møllerhagen, Torill, Mary Schaug, Rosaline, Saur Stiklestad, Sigrun, Syverstad, Marie, Vedøy, Gunn, Watz, Siw |
| Informace o vydavateli: | Oslo, Norway: Cappelen Damm Forskning, 2025. |
| Rok vydání: | 2025 |
| Sbírka: | Books Imported or submitted locally |
| Original Material: | 2b4af7c3-3c38-435f-9034-4b4bcfce78f1 |
| Témata: | action research, didactical and organizational collaboration strategy, relevant practical teacher education, teachers’ professional competence, professional community, organizational learning, Teaching staff, Philosophy and theory of education |
| Popis: | Professionally Relevant Teacher Education in Collaboration with the Field of Practice contributes knowledge on how teacher education institutions and schools can work together to develop teacher education schools, while also strengthening teacher education’s basis in practice and professional relevance. The anthology’s 16 chapters are based on a comprehensive action research project (with the acronym LUSY) on development of teacher education schools for vocational teacher training. The chapters address theoretical and methodological perspectives on professionally relevant teacher education, as well as findings from a range of spin-off projects included under the LUSY project umbrella. Areas in need of development as experienced by teachers themselves formed the basis for an equitable collaboration between teachers and teacher-educators on various educational activities, as well as on development and research projects. Didactics, peer mentoring, organizational learning, and action research were central elements of the collaboration. The anthology demonstrates how the integration of teaching practice, education, school development, and research can contribute to the development of professional teacher competence. This anthology will be of interest to teacher-educators, teachers, teachers in training, teaching students, and administrators working in educational institutions. |
| Druh dokumentu: | book |
| Popis souboru: | application/pdf |
| Jazyk: | Bokmål, Norwegian; Norwegian Bokmål |
| ISBN: | 978-82-02-86914-4 978-82-02-89514-3 978-82-02-89513-6 978-82-02-89515-0 978-82-02-89505-1 82-02-86914-5 82-02-89514-6 82-02-89513-8 82-02-89515-4 82-02-89505-7 |
| DOI: | 10.23865/cdf.267 |
| Přístupová URL adresa: | https://library.oapen.org/handle/20.500.12657/108158 |
| Rights: | Attribution 4.0 International URL: https://creativecommons.org/licenses/by/4.0/ |
| Poznámky: | ONIX_20251119T095351_9788202869144_13 https://library.oapen.org/handle/20.500.12657/108158 https://cdforskning.no/cdf/catalog/book/267 |
| Přístupové číslo: | edsoap.20.500.12657.108158 |
| Databáze: | OAPEN Library |
Nájsť tento článok vo Web of Science | Abstrakt: | Professionally Relevant Teacher Education in Collaboration with the Field of Practice contributes knowledge on how teacher education institutions and schools can work together to develop teacher education schools, while also strengthening teacher education’s basis in practice and professional relevance. The anthology’s 16 chapters are based on a comprehensive action research project (with the acronym LUSY) on development of teacher education schools for vocational teacher training. The chapters address theoretical and methodological perspectives on professionally relevant teacher education, as well as findings from a range of spin-off projects included under the LUSY project umbrella. Areas in need of development as experienced by teachers themselves formed the basis for an equitable collaboration between teachers and teacher-educators on various educational activities, as well as on development and research projects. Didactics, peer mentoring, organizational learning, and action research were central elements of the collaboration. The anthology demonstrates how the integration of teaching practice, education, school development, and research can contribute to the development of professional teacher competence. This anthology will be of interest to teacher-educators, teachers, teachers in training, teaching students, and administrators working in educational institutions. |
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| ISBN: | 9788202869144 9788202895143 9788202895136 9788202895150 9788202895051 8202869145 8202895146 8202895138 8202895154 8202895057 |
| DOI: | 10.23865/cdf.267 |