Designing and redesigning research-based teacher education

Afdal, Hilde Wågsås; Spernes, Kari

doi:10.1016/j.tate.2018.05.011

Cited by 81 publications

(105 citation statements)

References 22 publications

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“…The horizontal axis highlights research content or research processes and problems (cf. Afdal & Spernes, 2018;Krokfors et al, 2011;Lillejord & Børte, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…The underlying motive for the growing interest in teacher education, with emphasis on research, is that the approach seems to enhance teachers' professional development and enable them to meet future teaching requirements in an appropriate way (cf. Afdal, & Spernes, 2018;Darling-Hammond, 2017). Similarly, the research has focused on how to form teacher education in terms of the development of its content and structure (cf.…”

Section: Introductionmentioning

confidence: 99%

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Master’s thesis – a tool for professional development? Teachers’ experiences from Finnish teacher education

Eklund

Aspfors

Hansén

2019

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This study aims to investigate teachers’ experiences regarding their master’s theses directly after finishing teacher education and after one year in the profession. Previous research exposes the field as problematising the relationship between teachers’ independent scientific work and their professional qualification. Healey’s (2005) model, characterising four distinctions between research and teaching, provides a frame for analysing the theoretical concepts used in the present study. In this empirical study, 18 teachers were interviewed twice, immediately after completion of teacher education and after one year in the profession. The qualitative content analysis results in three themes characterising the teachers’ experiences with their master’s theses, focusing on their learning experiences and their relation to the teaching profession. These themes are subject knowledge, research-related knowledge and self-knowledge. The results show that the master’s thesis can be perceived as a tool for developing teachers’ knowledge, yet there is a need to facilitate the integration of their knowledge into their daily work and its relevance for the school community.

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“…The horizontal axis highlights research content or research processes and problems (cf. Afdal & Spernes, 2018;Krokfors et al, 2011;Lillejord & Børte, 2017).…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Master’s thesis – a tool for professional development? Teachers’ experiences from Finnish teacher education

Eklund

Aspfors

Hansén

2019

View full text Add to dashboard Cite

show abstract

“…Another aspect which was driven attention to is the research-based curricula. The turn to research-based education took place under the infl uence of the Bologna process and strong impact of such organizations as OECD, European Ministers of Education, Commission of the European Communities [41]. It presumes that students must actively participate and be socialized into the pursuance of the research.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Research-based curricula aids at developing "21 st century skills, such as active learning, critical reflection and problem-solving. Students should take a position as knowledge creators rather than knowledge recipients" [41]. The United Nations Decade of Education for Sustainable Development conducted by the UNESCO (2005 -2014) is worth mentioning too in enhancing the research-based education [42].…”

Section: Literature Reviewmentioning

confidence: 99%

Comprehensive integration as an effective way of training future designers at technical universities (Integration as a way of training a designer)

Zhdanova¹,

Gavrytskov²,

Ekaterynushkina³

et al. 2018

J Appl Eng Science

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The article deals with the possibilities of comprehensive integration as a way to upgrade the professional training of designers. The authors see a means of resolving some problems of design education in it. To realize this goal, a prognostic model was developed, linking all the components: the content, methodology of the teacher's work, and student activities. This model was built on the basis of data obtained in the process of studying the activities of design practitioners, for which a survey was carried out and an interview was held with each of them. Particular attention was paid to the diffi culties experienced by young designers in the fi rst years of their work, as well as experienced professionals, watching their young colleagues' activities. The authors propose to use both "vertical" and "horizontal" integration in the learning process, since each has its own advantages. In this case, the formation of future designers' necessary competences is completely ensured, which should be manifested in a holistic and fl exible thinking capable of solving design problems of any complexity level. To check the availability of such thinking, a special task was developed in the fi eld of environmental design. Students designed the product from construction waste, thereby solving the actual problem of recycling and reuse of old materials. The purpose of this article is the authors' desire to share their accumulated work experience, to give the pedagogical community the opportunity to discuss the results obtained for the further implementation of the integrative approach in the professional training of future designers.

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“…In 2013, Russia joined the Bologna process, which made it possible to make the transition to a several-tier education system based on a competence approach. Competences are the generalized actions that ensure the effectiveness of the performance of professional duties (Ekaterinushkina, 2018;Afdal &Spernes, 2018).…”

Section: Introductionmentioning

confidence: 99%

Multinational Architecture As Factor Of Core Values Development Of Future Designers

Ekaterinushkina¹,

Antonenko²,

Grigoriev³

et al. 2019

The European Proceedings of Social and Behavioural Sciences

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Designing and redesigning research-based teacher education

Cited by 81 publications

References 22 publications

Master’s thesis – a tool for professional development? Teachers’ experiences from Finnish teacher education

Master’s thesis – a tool for professional development? Teachers’ experiences from Finnish teacher education

Comprehensive integration as an effective way of training future designers at technical universities (Integration as a way of training a designer)

Multinational Architecture As Factor Of Core Values Development Of Future Designers

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