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Teaching About Teaching: Teacher Educators’ and Student Teachers’ Perspectives from Norway

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International Research, Policy and Practice in Teacher Education

Abstract

In this chapter we address the question of how to prepare student teachers for professionalism in teaching. We especially focus on higher education-based teacher educators and their role in promoting integration between theory and practice, which is frequently perceived as a challenge in teacher education (Korthagen F, J Educ Teach 36(4):407–423, 2010; Kvernbekk T, Informal Logic 32(3):288–305, 2012). The chapter draws on a study, in a Norwegian context, that investigated teacher educators’ competence as seen from their own and student teachers’ perspectives (Ulvik M, Smith K, Uniped 39(1):61–77, 2016). Competence is here understood as the knowledge and skills that teacher educators need to do their job.

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Author information

Authors and Affiliations

  1. University of Bergen, Bergen, Norway

    Marit Ulvik

  2. Norwegian University of Science and Technology (NTNU), Trondheim, Norway

    Kari Smith

Authors
  1. Marit Ulvik
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  2. Kari Smith
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Correspondence to Marit Ulvik .

Editor information

Editors and Affiliations

  1. Cass School of Education and Communities, University of East London, London, UK

    Jean Murray

  2. Faculty of Human Behaviour and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands

    Anja Swennen

  3. Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada

    Clare Kosnik

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Ulvik, M., Smith, K. (2019). Teaching About Teaching: Teacher Educators’ and Student Teachers’ Perspectives from Norway. In: Murray, J., Swennen, A., Kosnik, C. (eds) International Research, Policy and Practice in Teacher Education. Springer, Cham. https://doi.org/10.1007/978-3-030-01612-8_9

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  • DOI: https://doi.org/10.1007/978-3-030-01612-8_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-01610-4

  • Online ISBN: 978-3-030-01612-8

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