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dc.contributor.authorJakhelln, Rachel Elise
dc.contributor.authorEklund, Gunilla Brita Maria
dc.contributor.authorAspfors, Jessica
dc.contributor.authorBjørndal, Kristin Emilie W
dc.contributor.authorStølen, Gerd
dc.date.accessioned2019-09-18T08:30:03Z
dc.date.available2019-09-18T08:30:03Z
dc.date.issued2019-09-12
dc.description.abstractThis study examines newly qualified teachers’ (NQTs) understandings of research-based teacher education practices by looking at two cases in Finland and Norway. The NQTs were interviewed after they had finished their master’s degrees and before they started their careers. The results of the individual semistructured interviews and a thematic analysis revealed a weak connection between research-based knowledge gained from initial teacher education (ITE) and the teachers’ professional work. The Finnish NQTs were highly research oriented, while the Norwegian NQTs focused on teachers’ development of their daily work. The results are discussed in relation to the theory of practice architectures, as well as how cultural-discursive, material-economic and social-political arrangements enable and constrain different kinds of research-based ITE practices in both countries.en_US
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in <i>Scandinavian Journal of Educational Health</i> on 12/9/2019], available online: http://www.tandfonline.com/<a href=https://doi.org/10.1080/00313831.2019.1659402>https://doi.org/10.1080/00313831.2019.1659402. </a>.en_US
dc.identifier.citationJakhelln, R., Eklund, G., Aspfors J.,, Bjørndal, K. & Stølen, G. (2019). Newly qualified teachers’ understandings of research-based teacher education practices - Two cases from Finland and Norway. <i>Scandinavian Journal of Educational Research</i>. https://doi.org/10.1080/00313831.2019.1659402en_US
dc.identifier.cristinIDFRIDAID 1724035
dc.identifier.doi10.1080/00313831.2019.1659402
dc.identifier.issn0031-3831
dc.identifier.issn1470-1170
dc.identifier.urihttps://hdl.handle.net/10037/16218
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.journalScandinavian Journal of Educational Research
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectNewly qualified teachersen_US
dc.subjectresearch-based teacher educationen_US
dc.subjectpractice architecturesen_US
dc.subjectteacher education practicesen_US
dc.titleNewly qualified teachers’ understandings of research-based teacher education practices - Two cases from Finland and Norwayen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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