Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence

Floden, Robert E.; Andrews, Dorinda J. Carter; Jones, Nathan D.; Marciano, Joanne E.; Richmond, Gail

doi:10.1177/0022487120976416

Cited by 11 publications

(13 citation statements)

References 19 publications

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“…In line with this argument, the study programs' perceptions of "coherence-as-process" (Floden et al, 2021;Levine et al, 2023) indicate that they see the importance of longlasting (or never-ending) work for coherence and their responsibility for creating opportunities and structured support (Cavanna et al, 2021) for faculty members to take part in that work. Indeed, Floden et al (2021) argued that seeing coherence-as-process in TE programs demands a broad approach as well as discussions across the various instructors and mentors in the program. This view was clearly shared by our SPLs, which is also promising, as the situation might indicate a devotion to hard work toward change.…”

Section: Research-informed Study Program Leadershipmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

“…Thus, scholars and policymakers have long argued for the importance of coherence in TE (Floden et al, 2021; Hammerness et al, 2020). The concept of coherence involves creating TE programs that promote learning opportunities that are aligned and constitute a coherent whole (Floden et al, 2021). Concepts such as a common vision (Tamir, 2014) and structural and conceptual coherence (Feiman-Nemser, 1990; Hammerness, 2006) are often used to identify features of coherence and strong TE programs.…”

Section: Introductionmentioning

confidence: 99%

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

Aalde,

Staal Jenset

2023

Journal of Teacher Education

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Scholars and policymakers have consistently argued for the importance of coherence in teacher education (TE). Despite this attention to coherence, challenges of fragmentation and disconnect remain, and little research exists on how study program leaders (SPLs) in TE work to achieve coherence. This article explores how SPLs in two selected TE institutions in Norway perceive coherence and what strategies they use to create coherent TE programs. The two case studies use an ethnographic approach and report on repeated qualitative interviews with seven SPLs, supported by short-term observations over a period of one academic year. The analysis contributes to the small but emergent literature on how SPLs conceptualize coherence and identifies six strategies that SPLs use to navigate persistent barriers within a diverse and autonomous faculty in their ongoing efforts to strengthen coherence in TE programs. Implications for study program leadership in TE are discussed.

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Section: Research-informed Study Program Leadershipmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Aalde,

Staal Jenset

2023

Journal of Teacher Education

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“…The results of this study can not only be used to improve teacher performance but also can be used by mentor teachers to develop the competence of teacher candidates. Mentor teachers play an integral role in the development of teacher candidates ( Floden et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Implementation of Group and Individual Supervision Techniques, and Its Effect on the Work Motivation and Performance of Teachers at School Organization

et al. 2022

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Teachers have a very important role in determining the quality of the teaching-learning process and the students’ learning outcomes. Learning outcomes will optimally be achieved if it is supported by qualified teachers. One way to enhance the teachers’ performance is through instructional supervision which can be divided into two techniques, namely group and individual supervision techniques. Therefore, this study aims to find out the influence of instructional supervision techniques on the work motivation and performance of elementary school teachers. This study was conducted in East Java, Indonesia, and an explanatory research design was used. The sample was taken from 80 elementary school teachers in Malang and Blitar using a multi-stage random sampling technique. Data were collected through the use of questionnaires and documentation, and then they were analyzed by using the structural equation modeling technique. The result of this study showed that group supervision has a significant effect on teachers’ performance, whereas individual supervision influenced teachers’ work motivation and it affected their performance.

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“…In regard to the second teaching highlighted above, “environmental education,” the unit raises the importance of addressing environmental education and education for sustainability as a mechanism to resolving global conflicts from models of community participation based on the principles of inclusion and equity. In this case, the teaching staff responsible for this subject have a long history in this field that is reflected in the curricular focus of the subject, a key aspect to efficiently guide the curricular elements of the teaching programs (Floden, 2021).…”

Section: Discussionmentioning

confidence: 99%

Greening of the syllabus in faculties of education sciences through sustainable development goals: the case of public Andalusian universities (Spain)

Vilches

García-González

Solís-Espallargas

et al. 2021

IJSHE

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Purpose The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain). Design/methodology/approach This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research. Findings The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability. Originality/value This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.

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Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence

Cited by 11 publications

References 19 publications

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

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

Implementation of Group and Individual Supervision Techniques, and Its Effect on the Work Motivation and Performance of Teachers at School Organization

Greening of the syllabus in faculties of education sciences through sustainable development goals: the case of public Andalusian universities (Spain)

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