Learning to Teach Equitably: Theoretical Frameworks and Principles for International Research and Practice

Study Program Leaders’ Perceptions of Coherence and Strategies for Creating Coherent Teacher Education Programs

“…This situation implies that the different courses and learning activities across the program build upon and relate to each other and that faculty are knowledgeable about what happens in different parts of the program. Hammerness et al (2023) argued that coherence implies going beyond the campus site of TE and acknowledging that candidates learn from the faculty of the collaborating schools, as well as from the children and parents they meet in these schools. Importantly, coherence does not mean that TE programs should be totally streamlined and lack room for exploration and conflicting ideas (Buchmann & Floden, 1991;Darling-Hammond & Bransford, 2005;Floden et al, 2021).…”

“…Coherence and a better connection between theory and practice in TE can affect teacher candidates' learning outcomes (Floden et al, 2021;Hatlevik, 2014;Smeby & Heggen, 2014). Hammerness et al (2023) argued for the importance of coherence for equitable teacher learning. Further, coherent TE programs can improve teacher candidates' teaching practice and their students' learning (Boyd et al, 2009).…”

“…A recurrent problem in teacher education (TE) is its fragmentation and disconnect from practice, both internationally (Hammerness et al, 2020(Hammerness et al, , 2023 and in Norway (Advisory Panel for Teacher Education, 2020; Evaluation Group for Teacher Education Reform, 2015; National Council for Accreditation of Teacher Education [NOKUT], 2006;Steinnes & Haug, 2019). TE programs are complex organizations with faculty members from different academic traditions and various practical experiences, and some programs may include partners from collaborating schools with less academic experience (Lunenberg et al, 2014;Smith, 2022).…”