Coherence in European Teacher Education : : Theoretical Models, Empirical Studies, Instructional Approaches.

• Author: Doetjes, Gerard.
• TeilnehmendeR: Domovic, Vlatka.; Mikkilä-Erdmann, Mirjamaija.; Zaki, Katja.
• Place / Publishing House: Wiesbaden : : Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH,, 2024.; ©2024.
• Year of Publication: 2024
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (271 pages)

Table of Contents

• Intro
• Contents
• 1 Introduction: Teacher Education in Europe - Coherence through Collaboration?
• 2 The (in)coherence of European Teacher Education: A Comparative Mapping of Policies at National and Institutional Levels
• 2.1 Introduction
• 2.2 Literature Review
• 2.2.1 Coherence in Teacher Education
• 2.2.2 Exploring Coherence from a Transnational and Collaborative Perspective
• 2.3 Methods
• 2.4 Results
• 2.4.1 Governance of Teacher Education Across the Continuum
• 2.4.2 Organisational Characteristics of ITE Programmes
• 2.5 Discussion and Conclusion
• References
• 3 Epistemic Coherence in Teacher Education
• 3.1 Introduction
• 3.2 Perspectives on Coherence in Teacher Education
• 3.3 Epistemic Coherence as Creating Relations Between Different Knowledge Resources
• 3.4 Epistemic Coherence as Creating Personal Relationships with Professional Knowledge
• 3.5 Conclusion
• References
• 4 Exploring Finnish Student Teachers' Perceived Coherence of their Teacher Education Program
• 4.1 Introduction
• 4.2 Theoretical Foundations
• 4.3 Context of the Study: Finnish Teacher Education
• 4.4 Method
• 4.4.1 Analysis
• 4.4.2 Open Answers
• 4.5 Results
• 4.6 Discussion
• References
• 5 Coherence in Initial Class Teacher Education in Croatia - Student Teachers' Perspective
• 5.1 Introduction
• 5.2 Coherence in Teacher Education
• 5.3 Research Context
• 5.4 Research Question
• 5.5 Method
• 5.5.1 Participants
• 5.5.2 Instrument and Data Collection
• 5.6 Results
• 5.7 Discussion and Conclusions
• References
• 6 Assessing Student Perceptions of Professionalization Measures and Coherence after the 2011 French Curriculum Reform
• 6.1 Introduction
• 6.2 What Preceded the 2011 Curriculum Reform?
• 6.3 The Centralized Reform of the Teacher Education in France
• 6.3.1 Competence Orientation as a Key to Professionalization.
• 6.3.2 Coherence Through Exchange Between Theory and Practice
• 6.4 Assessing Student Satisfaction and Perception Following the Curriculum Reform
• 6.4.1 Methods and Metrics for Evaluating Educational Change
• 6.4.2 Measuring Coherence
• 6.4.3 Survey Versions and Participants
• 6.5 Results
• 6.5.1 General Satisfaction
• 6.5.2 Relationship Between Subject Science and Didactics
• 6.5.3 Cohort Evaluation
• 6.5.4 Interlinking Theory-Practice
• 6.6 Discussion
• 6.7 Conclusion
• References
• 7 Co-Constructing Multidisciplinary Coherence in Subject Teacher Education: Students' Reflections in Group Discussions
• 7.1 Introduction
• 7.2 Context of the Study
• 7.3 Multidisciplinarity in the National Core Curricula
• 7.4 Previous Studies on the Topic
• 7.5 Methods
• 7.6 Findings
• 7.6.1 The Discourse of Discipline-Based Integration as a Coherence Builder
• 7.6.2 A Broad Unifying Discourse in Building Coherence
• 7.6.3 The Holistic Discourse of Change
• 7.7 Discussion &amp
• Conclusion
• References
• 8 Exploring Coherence between Teacher Education and the Competence Required to Facilitate Students' Oral Participation in Foreign Language Classrooms
• 8.1 Introduction
• 8.1.1 Sense of Coherence in Teacher Education
• 8.1.2 Facilitating Oral Participation as an Essential Core Practice for Foreign Language Teachers
• 8.1.3 Oral Participation in L3 Classrooms
• 8.1.4 Research Question
• 8.2 Methodology
• 8.2.1 Participants and Context
• 8.2.2 Data Collection
• 8.3 Findings and Discussion
• 8.3.1 Teachers' Moves to Promote Oral Participation and Production
• 8.3.2 The Promotion of a Safe and Supportive Environment
• 8.3.3 Acquired Competence and Coherence Between Lesson and Preparation
• 8.4 Concluding Remarks
• References.
• 9 Perceptions of Coherence among Teacher Education Students and Newly Qualified Teachers of Foreign Languages. An Exploratory Norwegian-German Study
• 9.1 Introduction
• 9.2 Theoretical Foundations
• 9.2.1 Dimensions and Connotations of Coherence
• 9.2.2 Program Coherence versus Perceptions of Coherence?
• 9.3 Foreign Language Teacher Education in Germany and Norway
• 9.3.1 Teacher Education in Germany
• 9.3.2 Teacher Education in Norway
• 9.4 Explorative Interview Study
• 9.4.1 Sample
• 9.4.2 Instrument: Structure, Piloting and Implementation
• 9.4.3 Exploratory Results
• 9.4.4 Discussion
• 9.5 Conclusion
• References
• 10 Research-based Teacher Education Curriculum Supporting Student Teacher Learning
• 10.1 Introduction
• 10.2 Complexity of Teachers' Work
• 10.3 Learning to Become a Teacher
• 10.4 Coherent Curriculum in Academic Teacher Education
• 10.5 Supporting Teacher Learning in the Profession
• 10.6 Conclusion
• References
• 11 Fostering Coherence in Finnish Teacher Education: The MAP Model
• 11.1 Introduction
• 11.2 The Context: Finnish Teacher Education
• 11.3 Developing a Shared Vision: Multidimensional Adapted Process Model of Teaching
• 11.4 Building Conceptual Coherence to Teacher Education Through the MAP Model
• 11.5 Promotion of Horizontal and Vertical Coherence in Teacher Education
• 11.6 The MAP Model in Promoting Institutional and Systemic Coherence in Teacher Education
• 11.7 A Case Study on Systemic Coherence in Initial Teacher Education Curricula: A Comparative Analysis of Two Universities
• 11.8 Conclusion
• References
• 12 Identifying Core Practices as a Framework for Teacher Educators' Cooperative Professional Development
• 12.1 Introduction
• 12.2 Theoretical Foundations
• 12.3 Methodology
• 12.3.1 Context
• 12.3.2 Observations and Discussions
• 12.3.3 Findings.
• 12.4 Discussion and Concluding Remarks
• References
• 13 Coherence through Cultures of Remembrance? A Design-Based Research Project at the Intersection of Literary Studies, Subject Didactics and School Practice
• 13.1 Introduction
• 13.2 Theoretical Foundations: Coherence in (Language) Teacher Education
• 13.2.1 General Observations
• 13.2.2 Contexts and Concepts of Coherence in Foreign Language Teacher Education
• 13.3 Context of (Language) Teacher Education in Freiburg
• 13.4 Design Based Research Project "Cultures of Remembrance"
• 13.4.1 Analysis and Exploration
• 13.4.2 Design and Sequencing
• 13.4.3 Piloting and Evaluation
• 13.4.4 Preliminary Findings
• 13.4.5 Further Implications and Complementary Steps
• 13.5 Conclusion
• References
• 14 Coherence - The What, the Why, and the How
• 14.1 Introduction
• 14.2 What?
• 14.3 Why?
• 14.4 How?
• 14.5 Take Away - Lessons Learned
• References.