Cristin-prosjekt-ID: 412270
Sist endret: 18. januar 2019 12:57

Cristin-prosjekt-ID: 412270
Sist endret: 18. januar 2019 12:57
Prosjekt

Improvisation in Teacher Education: Curricula and Practice in Dynamic Interplay (IMTE)

prosjektleder

Knut Steinar Engelsen
ved Fakultet for lærarutdanning, kultur og idrett ved Høgskulen på Vestlandet

prosjekteier / koordinerende forskningsansvarlig enhet

  • Høgskulen på Vestlandet

Finansiering

  • TotalbudsjettNOK 13.286.000
  • Norges forskningsråd
    Prosjektkode: 221058/F60

Klassifisering

Vitenskapsdisipliner

Pedagogiske fag

Emneord

Teacher education

Kategorier

Prosjektkategori

  • Bidragsprosjekt

Kontaktinformasjon

Sted
Knut Steinar Engelsen

Tidsramme

Avsluttet
Start: 1. desember 2012 Slutt: 31. mars 2016

Beskrivelse Beskrivelse

Tittel

Improvisation in Teacher Education: Curricula and Practice in Dynamic Interplay (IMTE)

Vitenskapelig sammendrag

Improvisation in Teacher Education: Curricula and Practice in Dynamic Interplay (IMTE)
Summary
The recent Norwegian reforms in teacher education seem only to some degree oriented towards what we perceive as the essence of a professional teacher education: The enhanced quality of pedagogic and curricular classroom teacher practice and the enhanced quality of the interaction between this practice and the other subject areas of teacher education programs.
The IMTE-project reflects a shift in focus from the general development of the individual student towards becoming a teacher, to a stronger focus on quality aspects in contents and forms of activities in practicum as well as the quality in interaction between what goes on in the classroom and in teacher education subjects and curricula. The project emphasizes particularly what could be described as the dynamics of teacher education, conceived of as processes and interactions involved in flexible and improvisational knowledge construction.
The main research focus is on one overarching concept that we consider to be crucial in the development and study of dynamic aspects of teacher education and hence in the development of students' pedagogic identities. This overarching concept is improvisation, connected to the student teachers’ spontaneous as well as prepared handling of
• pedagogic and pedagogic content knowledge in and across teaching practices and in interactions with pupils
• examples of contents, activation forms and artifacts in and across practices and interactions with pupils and
• formative assessment and the corresponding reflective practices of students, practicum teachers.
The study is mixed-method oriented, with three sub studies: 1) review, 2) intervention and 3) impact.
The research aims to enhance and develop Stord/Haugesund University College strategic priority area 'the development of professional, creative and innovative competencies within schools”, and will be integrated into HSH's two master programs in teacher education 'Arts Education and Learning Processes' and 'ICT in Learning'.

Metode

Mixed method

prosjektdeltakere

prosjektleder

Knut Steinar Engelsen

  • Tilknyttet:
    Prosjektleder
    ved Fakultet for lærarutdanning, kultur og idrett ved Høgskulen på Vestlandet
  • Tilknyttet:
    Prosjektdeltaker
    ved Fakultet for lærarutdanning, kultur og idrett ved Høgskulen på Vestlandet

Gry Anette Tuset

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for språk, litteratur, matematikk og tolking ved Høgskulen på Vestlandet
  • Tilknyttet:
    Prosjektdeltaker
    ved Høgskulen på Vestlandet
Aktiv cristin-person

Synnøve Kvile

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for kunstfag ved Høgskulen på Vestlandet

Marit Kulild

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for pedagogikk, religion og samfunnsfag ved Høgskulen på Vestlandet

Åsmund Espeland

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for kunstfag ved Høgskulen på Vestlandet
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Resultater Resultater

Teachers´ Conceptions of Improvisation in Teaching: Inherent Human Quality or a Professional Teaching Skill?

Mæland, Kjellfrid; Espeland, Magne. 2017, Education Inquiry. HVLVitenskapelig artikkel

"A touch of power": Agents, dynamics and multiple perspectives in running a research project.

Mæland, Kjellfrid. 2017, Power and Education. HVLVitenskapelig artikkel

Towards a typology of improvisation as a professional teaching skill: Implications for pre-service teacher education programmes.

Aadland, Helga; Espeland, Magne; Arnesen, Trond Egil. 2017, Cogent Education. HVLVitenskapelig artikkel

Improvisasjon som bindeledd mellom teori og praksis i profesjonsutdanninga til lærarstudenten.

Kulild, Marit; Engelsen, Knut Steinar. 2017, FoU i praksis. HVLVitenskapelig artikkel

Improvisation as a Nexus in Pre- Teacher Education: A Source for Professionalization?

Kulild, Marit. 2016, QI: The Twelfth International Congress of Qualitative Inquiry. HVLVitenskapelig foredrag
1 - 5 av 7 | Neste | Siste »