Coherent Experiences: The New Missing Paradigm in Teacher Education

Weston, Tracy; Henderson, Shannon

doi:10.1080/00131725.2015.1037514

Cited by 6 publications

(7 citation statements)

References 21 publications

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“…The Uni3 program enables candidates to move flexibly through the program in their own direction and at their own pace. This may result in candidates perceiving their education as fragmented rather than coherent (Grossman, Hammerness, & McDonald, 2009; Weston & Henderson, 2015). Thus, too much flexibility may come at a cost.…”

Section: Discussionmentioning

confidence: 99%

“…Although some scholars acted upon this call (e.g., Assaf et al, 2010; Samaras et al, 2016), research investigating coherence empirically is still limited. Based upon our empirical investigation, we contribute to the field of teacher education program coherence, adding to the more theoretical and conceptual studies advocating coherence (e.g., Muller, 2009; Weston & Henderson, 2015). Whereas others often have studied a single teacher education program (e.g., Bain & Moje, 2012; Hammerness, 2006), our study included three programs, offering us the opportunity to study coherence across and between programs.…”

Section: Discussionmentioning

confidence: 99%

“…Rogers (2011), for example, found that lack of coherence in the program results in candidates’ uncertainty regarding what kind of teacher they are expected to become. Candidates must experience coherence in their program if they are to overcome difficulties in integrating theory and practice (e.g., Weston & Henderson, 2015), experience their program as a whole instead of as “disconnected continents” (Bain & Moje, 2012, p. 62), and find their professional identity (Rogers, 2011).…”

Section: Coherencementioning

confidence: 99%

“…Teacher education programs are plagued by fragmentation within program coursework and between theory and practice. Particularly concerning is the persistent challenge of connecting teacher education coursework to the work teacher candidates will be doing in classrooms (Hammerness, 2013; Hoban, 2005; Weston & Henderson, 2015). Bain and Moje (2012) referred to the various actors in teacher education as “disconnected continents” (p. 62) underlining the lack of connection between colleges of arts and science, schools of education, and K-13 classrooms.…”

mentioning

confidence: 99%

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Diversity in Coherence: Strengths and Opportunities of Three Programs

Canrinus

Klette

Hammerness

2017

Journal of Teacher Education

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Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Coherencementioning

confidence: 99%

mentioning

confidence: 99%

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Diversity in Coherence: Strengths and Opportunities of Three Programs

Canrinus

Klette

Hammerness

2017

Journal of Teacher Education

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“…Likewise, Ross and Smith (1992) point out the significance of having consistency between preservice teachers' theoretical learning experiences from teacher education programmes and field placement in schools. On the other hand, Weston and Henderson (2015) argue that a lack of coherence between teacher candidates' course work and field placement is one of the challenges that should be addressed. It is significantly important that there is a good integration between theoretical course work and practice.…”

Section: Teacher Preparation For Diverse Pupil Populationsmentioning

confidence: 99%

Preservice teachers’ reflections on diversity and on teaching diverse pupils in Norwegian compulsory school

Kc¹,

Ohna²

2021

ADNO

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The purpose of this study is to investigate how preservice teachers reflect on diversity and on teaching pupils from diverse backgrounds. Following a qualitative research design, the empirical data were constructed through focus group interviews with preservice teachers attending a 4-year initial teacher education programme for compulsory school in Norway. The thematic analysis of focus group interviews yielded three main results, namely differences are individual and considered natural, diversity as a value and challenge, and belief in practice rather than theory. Results suggest that despite their appreciative views towards diversity, the preservice teachers seem to be having a dilemmatic position regarding whether they should treat every pupil the same or differently. Moreover, the results point to the significance of establishing coherence between theory and practice in initial teacher education regarding the preparation of preservice teachers for their work with diverse pupils. Keywords: initial teacher education, diverse classrooms, theory-practice coherence Lærerstudenters refleksjoner over undervisning og mangfold i norsk grunnskole Sammendrag Formålet med denne studien er å undersøke hvordan lærerstudenter i den fireårige grunnskolelærerutdanningen reflekterer over mangfold og undervisning av elever som har ulik bakgrunn. Studien er basert på et kvalitativt forskningsdesign, og data er konstruert ved hjelp av fokusgruppeintervjuer med lærerstudenter i den fireårige grunnskolelærerutdanningen. Den tematiske analysen ledet fram til tre hovedresultater: Forskjeller er individuelle og forstås som noe naturlig, mangfold som en verdi og utfordring, og vektlegging av praksis heller enn teori. Resultatene viser at til tross for deltakernes verdsetting av mangfold, opplever lærerstudentene dilemma når det gjelder hvordan de skal handle i praksis. Resultatene peker videre på betydningen av å etablere koherens mellom praksis og teori i lærerutdanningen for å forberede lærerstudentene for arbeidet med mangfoldige elevgrupper. Nøkkelord: lærerutdanning, mangfold i klasserom, teori-praksis koherens

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Learning From Others: Developing Preservice Teachers’ Workplace Skills

Ammentorp

Madden

2017

The Educational Forum

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Coherent Experiences: The New Missing Paradigm in Teacher Education

Cited by 6 publications

References 21 publications

Diversity in Coherence: Strengths and Opportunities of Three Programs

Diversity in Coherence: Strengths and Opportunities of Three Programs

Preservice teachers’ reflections on diversity and on teaching diverse pupils in Norwegian compulsory school

Learning From Others: Developing Preservice Teachers’ Workplace Skills

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