The multi-faceted teacher educator:A norwegian perspective

Journal of Education for Teaching

Volumn 37, Issue 3, 2011, Pages 337-349

  Smith, Kari ^a  

^a UNIVERSITY OF BERGEN   (Norway)

Author keywords

Changes in teacher education; Professional knowledge of teacher educators; Professional learning of teacher educators; Roles of teacher educators; Teacher education in norway

Indexed keywords

EID: 79960533366     PISSN: 02607476     EISSN: 13600540     Source Type: Journal    
DOI: 10.1080/02607476.2011.588024     Document Type: Article

References (34)

1. Ben-Peretz, M. 2001. The impossible role of teacher educators in a changing world. Journal of Teacher Education 52: 48-56.
2. Black, P., and D. Wiliam. 2009. Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability 21: 5-31.
3. Bullock, S.M 2009. Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit through self-study. Teachers and Teaching: Theory and Practice 15: 291-304.
4. Cochran-Smith, M. 2002. What difference a definition makes. Highly qualified teachers, scientific research, and teacher education. Editorial. Journal of Teacher Education 53, no. 3: 1-3.
5. Cochran-Smith, M. 2004. The problem of teacher education. Editorial. Journal of Teacher Education 55, no. 4: 295-99.
6. Cochran-Smith, M. 2005. Framing teacher education: Investigating the impact of teacher education. Paper presented at American Educational Research Association Annual Meeting, April 2005, Montreal, Canada.
7. Cochran-Smith, M2009. Re-culturing' teacher education: Inquiry, evidence, and action. Journal of Teacher Education 60: 458-68.
8. Crooks, T. 2003. Some criteria for intelligent accountability applied to accountability in New Zealand. Paper presented at American Educational Research Association Annual Meeting, April 2003, Chicago, Illinois, USA.
9. Dysthe, O., A. Råheim, I. Lima, and A. Bygstad. 2006. Evaluering av kvalitetsreformen, delrapport 7, Undervisnings og vurderingsformer, pedagogiske konsekvenser av Kvalitetsreformen. Bergen: Rokkansenteret; Oslo: NIFU STEP. European Commission. 2009. http://www.eurydice.org.
10. Hanssèn, S.E. 2008. Rapport från den koordinerande programsensorn för lärarutbildningen vid Universitetet i Bergen [Report from the external examiner for teacher education at the University of Bergen]. Bergen: University of Bergen.
11. Hess, F.M. 2009. Revitalizing teacher education by revisiting our assumptions about teaching. Journal of Teacher Education 60: 450-7.
12. Korthagen, F.A.J. 2000. From neglected group to spearhead in the development of education. In Trends in Dutch teacher education, ed. G.M Willems, J.J.H Stakenborg and W. Veugelers, 35-48. Leuven-Apeldoorn: Garant.
13. Krejsler, J. 2006. Professionel eller kompetancenomade - Hvordan tale meningsfuldt om professionel udvikling? [Professional or competence nomads: On how to discuss the meaning of professional development]. Nordisk Pedagogik 26: 298-308.
14. Lofthouse, R. and L. Powell. 2010. MEd in Practitioner Enquiry and Masters in Teaching and Learning. Presentation, Newcastle University, March 15, 2010.
15. Loughran, J. 2005. Researching teaching about teaching: Self-study of teacher education practices. Studying Teacher Education 1: 5-16.
16. Loughran, J. 2006. Developing a pedagogy of teacher education: Understanding teacher education and learning about teaching. London: Routledge.
17. Loughran, J. 2009. Is teaching a discipline? Implications for teaching and teacher education Teachers and Teaching: Theory and Practice 15: 189-204.
18. Lunenberg, M. and F. Korthagen. 2009. Experience theory, and practical wisdom in teaching and teacher education. Teachers and Teaching: Theory and Practice 15: 225-40.
19. Lunenberg, M., F. Korthagen, and A. Swennen. 2007. The teacher educator as a role model. Teaching and Teacher Education 23: 586-601.
20. Niemi, H. 2008. Advancing research into and during teacher education. In Teacher education policy in Europe: A voice of higher education institutions, ed. B. Hudson and P. Zgaga. Umeå: Faculty of Teacher Education, University of Umeå.
21. Nietzsche, F. http://psykologi.wordpress.com/ (accessed February 27, 2011).
22. NOKUT 2006. Evaluering av allmennlærerutdanningen i Norge.
23. OECD. 2005. Teachers matter. Attracting, developing and retaining effective teachers. OECD Report. http://www.oecd.org/document/52/0,3343,en_2649_201185_34991988_1_1_1_1,00.html
24. Richardson, P.W, and H.M.G Watt. 2006. Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education 34: 27-56.
25. Roness, D. and K. Smith. 2009. Postgraduate Certificate in Education PGCE and student motivation. European Journal of Teacher Education 32: 111-35.
26. Smethem, L. 2007. Retention and intention in teaching careers: will the new generation stay? Teachers and Teaching. Theory and Practice 13: 465-80.
27. Smith, K. 2009. Standards - Support or hindrance to professional development? Paper presented at a TESOL Symposium on English Language Teaching Standards, ULACIT, Panama City, Panama, September 18, 2009.
28. Smith, K. 2010a. Forskningsbasert lærerutdanning - Noen utfordringer [Research-based teacher education - Some challenges]. Bedre Skole 2: 13-17.
29. Smith, K. 2010b. Professional development of teacher educators. In International encyclopedia of education, ed. P. Peterson, E. Baker, and B. McGaw. Vol. 7, 681-8. Oxford: Elsevier.
30. Smith, K., and R. Krumsvik. 2007. Video papers - A means for documenting practitioners' reflections on practical experiences: The story of two teacher educators. Research in Comparative and International Education 2, no. 4: 272-82.
31. Stortingsmelding nr. 11 2008-2009. Læreren Rollen og Utdanningen [Teacher, role and education]. Oslo: Det norske kunnskapsdepartementet.
32. Stortingsmelding nr. 27 2000-2001. Gjør din plikt - Krev din rett Gjør din plikt - Krev din rett [Do your duty, demand your rights]. Oslo: Det norske kunnskapsdepartementet.
33. Ulvik, M. and K. Krüger. 2010. Why do we still give lectures in teacher education? Paper presented at the ECER Conference, Helsinki, August 2010.
34. Wenger, E., R. McDermott, and W. Snyder. 2002. Cultivating communities of practice. A guide to managing knowledge. Boston, MA: Harvard Business School Press.