In Pursuit of Coherence: Aligning Program Development in Teacher Education with Institutional Practices

Hermansen, Hege

doi:10.1080/00313831.2019.1639815

Cited by 26 publications

(22 citation statements)

References 33 publications

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“…Programme leaders needed to develop their own accounts of these issues and relate them to the range of discourses they faced in their work. They also needed to create arenas and processes where these different discourses could be exposed to each other and placed under collective scrutiny (Hermansen, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…By illuminating how knowledge is talked about and related to the professional domain, it is possible to gain insights into how specific educational settings provide affordances and constraints for efforts aimed at programme coherence. Theoretically, the analysis contributes to a conceptual understanding of coherence as a situated and emergent achievement (Hermansen, 2019), as opposed to a set of predefined characteristics.…”

Section: Discussionmentioning

confidence: 99%

“…This diversity typically informs the extent to which faculty members identify as teacher educators. Previously, I have examined the interplay of these organizational and epistemic factors (Hermansen, 2019). In this article, the analytical focus is on how the research participants relate to the epistemic dimension of this diversity.…”

Section: Empirical Context and Methodologymentioning

confidence: 99%

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Knowledge Discourses and Coherence in Professional Education

Hermansen

2020

P&P

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In recent years, significant attention has been paid to the relationship between different knowledge domains in professional education, based on the assumption that achieving coherence between domains is important for student learning and educational quality. In particular, much research has addressed questions of knowledge integration across different sites of learning. However, less attention has been paid to the epistemic diversity of the campus-based programme context and to how relationships between knowledge domains are constructed within epistemically diverse professional programmes. This article addresses this gap by examining how program leaders discursively position disciplinary knowledge in relation to the mandate of teacher education. The data consist of interviews and logs from 20 program leaders at four higher education institutions. The analysis identifies four accounts of the role of disciplinary knowledge in teacher education. The article concludes by discussing implications for efforts to achieve coherence and knowledge integration in professional education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Empirical Context and Methodologymentioning

confidence: 99%

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Knowledge Discourses and Coherence in Professional Education

Hermansen

2020

P&P

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“…Waugh and Su (2015) found it may not be possible to design an online programme that fits everyone's needs but instead identify the type of students and a programme that fits them. Hermansen (2020) suggests that programme design cannot be separated from surrounding organisational, epistemic and political practices.…”

Section: Holistic Approach To Online Degree Programme Designmentioning

confidence: 99%

Holistic design of online degree programmes in higher education – a case study from Finland

Joshi

2021

IJEM

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PurposeThe purpose of this paper is to present design principles for holistic design of online degree programmes (ODPs) in higher education (HE). The study adds to previous research on online programme design by examining how the digital competence and pedagogical strategy of a HE organisation can inform holistic ODP design.Design/methodology/approachThis paper presents a case study placed in the context of a Finnish applied HE organisation. Design-based research (DBR) process is used to create holistic design principles for new ODPs. Theoretical framework for the study is digitally competent organisation (Kampylis et al., 2015) and pedagogical strategy is innovation pedagogy (Kettunen et al., 2013).FindingsDesign principles for pedagogically informed holistic design of ODPs are presented as a three-tiered model comprising organisational, pedagogical and ODP layers. Each layer includes various principles for holistic design to integrate an organisation's pedagogical strategy in a digitally competent context to create quality ODPs.Research limitations/implicationsThe paper presents a case study from a HE organisation in Finland, but results are applicable to a wider global audience.Practical implicationsAs a contribution to practitioners, this paper presents a three-tiered holistic design of ODP in HE organisation, where the design principles are categorised in organisational, pedagogical and ODP design layers. In addition, suggestions to managers, instructional designers and educators are made for the holistic design of ODPs.Social implicationsBuilding the sense of community in ODPs and offering continuous support in pedagogy and technology are valuable for the well-being of the staff, students and the wider society.Originality/valueThe paper draws relationships between holistic design of ODPs, digital competence and pedagogical strategy. The paper provides managerial and operational viewpoints to managers, administrators and educators of HE organisations that plan to create new ODPs with a holistic focus on the educational organisation, its pedagogical strategy and digital competence. Recommendations for further development, possible applications and research of ODP education are made.

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“…Studiar gjort på koherens i laerarutdanning spenner over eit spekter av perspektiv når det gjeld tematikk og informantutval. Når det gjeld utval av informantar tek nokre studiar eit studentperspektiv (Canrinus et al, 2017;Canrinus et al, 2019;Fitchett et al, 2018), andre eit programleiingsperspektiv (Hammerness, 2013;Hermansen, 2020), og nokre nyttar ein kombinasjon av desse (Cavanna et al, 2021;Hammerness, 2006). Når det kjem til kva tematikk som vert undersøkt, finn vi døme på forsking på samanhengen mellom det studentane laerer ved utdanningsinstitusjonen og dei erfaringane dei gjer seg i praksis (t.d.…”

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Koherens i lektorutdanninga ved tre utdanningsinstitusjonar i Noreg. Ein kvalitativ studie frå eit leiingsperspektiv

Jensen

2022

ADNO

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I ei tid der lektorutdanningane har stort fråfall, og der delar av dette fråfallet kan knytast til den praktiske organiseringa og mangel på samanheng mellom disiplinfag og profesjonsfag, er det behov for systematisk forsking på kva den praktiske organiseringa har å seie for samanhengen mellom disiplinfag og profesjonsfag. Denne studien undersøker korleis det vert arbeidd med koherens frå eit programleiingsperspektiv, og kva programleiinga opplever som moglege hindre i dette arbeidet. Studien tek eit programdesignperspektiv, og leiing for lektorutdanninga i nordisk ved tre norske utdanningsinstitusjonar (NTNU, UiB og UiO) har vorte intervjua gjennom semistrukturerte djupneintervju. Det er nytta teoridrive innhaldsanalyse av intervjumaterialet, som vidare vert diskutert i lys av koherensforsking, særleg koherensforsking gjort på lærarutdanning. Artikkelen viser at sjølv om utdanningsinstitusjonane har ulik organisering av sine utdanningar, eksisterer dei same utfordringane når det gjeld samanhengen og samarbeid mellom fagdidaktikk og disiplinfag. Det er manglar når det gjeld samarbeidsplattformer internt, samt mangel på ein felles tanke om kva lektorutdanninga skal vere. Artikkelen gjev eit bidrag til diskusjonen om koherens på programdesignnivå, og er eit bidrag til det vidare arbeidet med koherens i lektorutdanninga.

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In Pursuit of Coherence: Aligning Program Development in Teacher Education with Institutional Practices

Cited by 26 publications

References 33 publications

Knowledge Discourses and Coherence in Professional Education

Knowledge Discourses and Coherence in Professional Education

Holistic design of online degree programmes in higher education – a case study from Finland

Koherens i lektorutdanninga ved tre utdanningsinstitusjonar i Noreg. Ein kvalitativ studie frå eit leiingsperspektiv

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