Coherence in European Teacher Education : : Theoretical Models, Empirical Studies, Instructional Approaches.
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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) |
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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 &
- 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.