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  Using Research and Development to establish coherence in teacher education   

  Drageset, Ove Gunnar; Sæther, Kari-Anne; Antonsen, Yngve; Steele, Annfrid Rosøy; Killengreen, Siw Turid; Unhjem, Astrid (Chapter; Bokkapittel, 2024-04-09)

  This chapter addresses a significant challenge in teacher education: the lack of coherence between subjects, pedagogy, and practice. The chapter explores an innovation in which a new approach for integrating Research & development (R&D) into teacher education provides coherence between practice, pedagogy, and subjects in the program, preparing student teachers for a more research-based and critical ...
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  Master thesis as boundary crossing mediating artefacts 

  Larsen, Annelise Brox; Holmbukt, Tove Elinor; Jakhelln, Rachel Elise; Son, Minjeong (Chapter; Bokkapittel, 2024-04-09)

  This chapter discusses improvements in the theory–practice integration in the five-year master’s programs in initial teacher education for grades 5–10 in the English subject. Based on the project, Learning, Assessment and Boundary crossing in Teacher Education, we exemplify and discuss the development of partnerships in our effort to integrate the domains of theory and practice in the master’s theses. ...
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  Relevance of the master's thesis for becoming a professional teacher 

  Sæther, Kari-Anne; Antonsen, Yngve; Drageset, Ove Gunnar (Chapter; Bokkapittel, 2024-04-09)

  The introduction of the master thesis into teacher education programs has the intention of providing a more research-based professional education for coming teachers. In this chapter, we analyze the focus and contribution of the master theses from graduates of the teacher education program at UiT The Arctic University of Norway (UiT). We present two studies: the first study analyzes the methods, ...
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  Shaping professional identity in the early days of teacher education 

  Eriksen, Anne; Leming, Tove; Skrøvset, Siw (Chapter; Bokkapittel, 2024-04-09)

  In this chapter, we describe and discuss an introductory program for all new student teachers in a five-year integrated teacher education program at UiT The Arctic University of Norway. The program was designed to focus on the students’ motivation for becoming teachers and to stimulate their desire and motivation to learn. The program lasted for one week and consisted of workshops, discussions, ...
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  VR Technology in an Engaging Early Childhood Teacher Education 

  Tveiterås, Nils Christian; Bjørner, Thomas (Chapter; Bokkapittel, 2024-07-11)

  In this chapter we discuss and reflect on methodology in research into the use of Virtual Reality technology (VR) in early childhood teacher education and how this technology might influence the students’ learning environment and learning outcomes. The use of digital solutions for online teaching and collaboration is already common in higher education, but despite an increasing interest in VR, the ...

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