Vis enkel innførsel

dc.contributor.authorUlvik, Marit
dc.contributor.authorEide, Helene Marie Kjærgård
dc.contributor.authorEide, Liv
dc.contributor.authorHelleve, Ingrid
dc.contributor.authorJensen, Vigdis Stokker
dc.contributor.authorLudvigsen, Kristine
dc.contributor.authorRoness, Dag
dc.contributor.authorTorjussen, Lars Petter Storm
dc.description.abstractThe current study is a collective self-study on how we as 15 teacher educators at a university in Norway tried to improve our teaching through working with cases with the aim of better supporting student teachers in making links between theory and practice. We wanted to address the common criticism in teacher education concerning a perceived gap between practice and theory. Our presupposition was that one way to prepare student teachers for work and bring together theoretical and practical knowledge would be through case-based teaching. We agreed that we wanted to try different ways of working with cases and to follow our own actions with research and conduct a self-study. Throughout the project, each teacher educator experienced to learn about case-based teaching, but our joint learning was limited due to practical issues and lack of time. With teacher education as a shared responsibility, our conclusion is that teacher educators need time to develop as a team, not only as individual teachers.en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.titleTeacher educators reflecting on case-based teaching – a collective self-studyen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.rights.holderCopyright 2020 The Author(s).en_US
dc.source.journalProfessional Development in Educationen_US
dc.identifier.citationProfessional Development in Education, 2020.en_US

Tilhørende fil(er)


Denne innførselen finnes i følgende samling(er)

Vis enkel innførsel

Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Med mindre annet er angitt, så er denne innførselen lisensiert som Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal