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

Editat de Gerard Doetjes, Vlatka Domovic, Mirjamaija Mikkilä-Erdmann, Katja Zaki
en Limba Engleză Paperback – 16 aug 2024
This Open Access volume brings together contributions to the research on coherence in teacher education from a transnational perspective. Using theoretical-conceptional, empirical as well as instructional approaches, the contributions explore structural, curricular, conceptual and personnel dimensions of coherence. Within the EU Erasmus +-funded project ConnEcTEd (Coherence in European Teacher Education), an interdisciplinary and transnational consortium collaborated in the research and co-constructive development of coherent teaching and learning arrangements. The transnational team assessed links between different areas of professional knowledges as well as theory-practice approaches. The volume concludes with a final discussion by Esther T. Canrinus, one of the leading researchers on coherence in teacher education.
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Specificații

ISBN-13: 9783658437206
ISBN-10: 3658437200
Ilustrații: VII, 300 p. 18 illus., 13 illus. in color.
Dimensiuni: 148 x 210 mm
Greutate: 0.34 kg
Ediția:1st ed. 2024
Editura: Springer Fachmedien Wiesbaden
Colecția Springer VS
Locul publicării:Wiesbaden, Germany

Cuprins

Teacher education in Europe.- The (in)coherence of European teacher education.- Epistemic coherence in teacher education.- Exploring Finnish student teachers' perceived coherence of their teacher education program.- Coherence in initial class teacher education in Croatia.- Assessing student perceptions of professionalization measures and coherence after the 2011 French curriculum reform.- Co-constructing multidisciplinary coherence in subject teacher education.- Exploring coherence between teacher education and the competence required to facilitate students' oral participation in foreign language classrooms.- Perceptions of coherence among teacher education students and newly qualified teachers of foreign languages.- Research-based teacher education curriculum supporting student teacher learning.- Fostering coherence in Finnish teacher education.- Identifying core practices as a framework for teacher educators' cooperative professional development.- Coherence through cultures of remembrance.- The what, the why, and the how.

Notă biografică

Gerard Doetjes is the director of the Norwegian National Centre for English and other Foreign Languages in Education at Østfold University College (Halden), Norway.
Vlatka Domović is a full professor at the Faculty of Teacher Education, University of Zagreb, Croatia.
Mirjamaija Mikkilä-Erdmann is a full professor of teacher education and chair of research profile Children, Young people and Learning at the University of Turku, Finland.
Katja Zaki is a full professor of Foreign Language Didactics at the University of Education Freiburg, Germany, and currently Deputy Director of the Freiburg School of Education FACE.

Textul de pe ultima copertă

This Open Access volume brings together contributions to (the research on) the topic of coherence in teacher education from a transnational perspective. Using theoretical-conceptional, empirical as well as instructional approaches, the contributions explore structural, curricular, conceptual and personnel dimensions of coherence. Within the EU Erasmus +-funded project ConnEcTEd (Coherence in European Teacher Education), an interdisciplinary and transnational consortium collaborated in the research and co-constructive development of coherent teaching and learning arrangements. The trans-national team assessed links between different areas of professional knowledges as well as theory-practice approaches. The volume concludes with a final discussion by Professor Esther T. Canrinus, one of the world's leading coherence researchers.

The Editors
Gerard Doetjes is the director of the Norwegian National Centre for English and other Foreign Languages in Education at Østfold University College (Halden), Norway.
Vlatka Domović is a full professor at the Faculty of Teacher Education, University of Zagreb, Croatia.
Mirjamaija Mikkilä-Erdmann is a full professor of teacher education and chair of research profile Children, Young people and Learning at the University of Turku, Finland.
Katja Zaki is a full professor of Foreign Language Didactics at the University of Education Freiburg, Germany, and currently Deputy Director of the Freiburg School of Education FACE.

Caracteristici

Transnational, comparative approach to coherence of teacher education Transdisciplinary volume, combining theoretic models, empirical studies and good practices Linkages between coherence and internationalisation in Teacher Education This book is open access, which means that you have free and unlimited access