Cristin-prosjekt-ID: 588627
Sist endret: 12. september 2019 09:59
Cristin-prosjekt-ID: 588627
Sist endret: 12. september 2019 09:59
Prosjekt

TEQ21: Teacher Qualification for the 21st century - teachers´ professional competence

prosjektleder

Monica Johannesen
ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet

prosjekteier / koordinerende forskningsansvarlig enhet

  • OsloMet - storbyuniversitetet

Finansiering

  • TotalbudsjettNOK 11.729.000
  • Norges forskningsråd

    • Prosjektkode: 286993

Klassifisering

Vitenskapsdisipliner

Pedagogiske fag

Emneord

FoU • Lærerprofesjonalitet • Fremtidige læringsarenaer • Mangfold • Forskningsbasert praksis • Digital kompetanse • Digitale læringsarenaer • Flerfaglig tverrfaglig læring • Kunnskapsformer

Kategorier

Prosjektkategori

  • Anvendt forskning

Kontaktinformasjon

Telefon
67237112
Sted
Monica Johannesen

Tidsramme

Aktivt
Start: 18. april 2018 Slutt: 31. desember 2022

Beskrivelse Beskrivelse

Tittel

TEQ21: Teacher Qualification for the 21st century - teachers´ professional competence

Populærvitenskapelig sammendrag

Future school and society are characterized by rapid changes and technological development, which in turn demand new competences such as creativity, communication, collaboration and critical thinking. In order to meet these challenges, teacher education programmes need to educate professional teachers who can educate pupils for the future. The research project TEQ21 (Teacher Qualification for the 21st Century: Teachers´ professional competence) aims at defining the concept of teachers’ professional competence and gain insight in educating student teachers for competences for the future. 

Teacher education programmes are characterised by large variety in subject areas and lack of coherence and common vision. The new Master’s Degree Programme – Primary and Lower Secondary Teacher Education is designed to address transdisciplinary subject areas such as diversity, research and development, and digital competence. TEQ21 will investigate transdisciplinary learning processes to understand how different modes of knowledge can support the development of professional competence. Furthermore, the project will investigate how learning arenas, such as campus and student placement, play different roles in developing teachers’ professional competence. 

To establish a deeper understanding of the concept of teachers’ professional competence, TEQ21 will conduct a systematic review of research in the field. The review will form the basis for the conceptual framework of the entire project. We will conduct a survey to map student teachers’, teacher educators’ and placement teachers’ understanding of teachers’ professional competence before and after students’ practice placement. In addition, we will investigate teaching processes within the transdisciplinary learning activities of “Diversity in the Classroom”, “Research &Development” and “Digital Competence”.  To gain further insight in whether transdisciplinary learning activities can support the development of professional competence, we will perform systematic investigation of learning activities in the GLU masters’ programme, observe students in their placement practice and conduct focus-group interviews of students, teacher educators and placement teachers.

Vitenskapelig sammendrag

Teacher qualification for the 21st century (TEQ21) will investigate how teachers' professional competence is developed by looking in depth at three key transdisciplinary competencies: teachers' professional diversity; research & development; and digital competence (tDIVc, tR&Dc and tDIGc). As these transdisciplinary competencies are strategically important areas for OsloMet, core competencies in the new teacher education programmes and the future competence needs of teachers, the TEQ21 research will have impact on teacher education and the teaching profession and augment the research base of teacher education. In particular, TEQ21 will study the roles of multidisciplinary learning processes, diverse modes of knowledge and different learning arenas in the development of transdisciplinary competencies. Based on a strong tradition of multidisciplinary work, OsloMet is uniquely placed to take a national role in this field.

TEQ21 is conducted in cooperation with University of Oslo (UiO), VIA Århus and one school owner including the practice schools at lower secondary level. Internationalisation, national cooperation and involvement of users will be ensured throughout TEQ21, including research and dissemination activities. TEQ21's research on key competences that are central in teacher education and crucial in the teaching profession, including how these are developed in practice placement, will improve the interplay between research, education and the teaching profession, and develop the research competence in teacher education and the teaching profession.

Metode

A case study design is chosen as the overall approach. Survey data will form the basis for a primary data set in mapping involved actors' understanding of core concepts, while student teachers' learning processes within the three main areas will be explored through educational ethnography. A state-of-the-art review of research literature will inform the data collection design.

prosjektdeltakere

prosjektleder
Aktiv cristin-person

Monica Johannesen

  • Tilknyttet:
    Prosjektleder
    ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet

BIRGITTE LUND NIELSEN

  • Tilknyttet:
    Prosjektdeltaker
    ved VIA University College

Bjørn Smestad

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet

Hanne Christensen

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet

Astrid Gillespie

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet
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