Practice Teachers’ Role in Teacher Education – Individual Practices across Educational Curricula
DOI:
https://doi.org/10.5617/adno.2417Keywords:
lærerutdanning, lærerutdannere, praksislærere, forholdet teori-praksisAbstract
Praksislærere har en sentral rolle i lærerutdanning. Forskning peker imidlertid på at både tilfeldigheter og uklarheter er knyttet til utøvelse av rollen. Forskningsprosjektet “Teachers` Professional Qualifications” (TPQ), undersøker intensjoner med den nye lærerutdanningsreformen i Norge i et bredt perspektiv. Denne artikkelen undersøker hvordan praksislærere oppfatter sin rolle og sine oppgaver på bakgrunn av at reformen har ambisjoner om praksislærere som likeverdige samarbeidspartnere i lærerutdanning. Studien har utgangspunkt i en spørreundersøkelse med 45 praksislærere i tillegg til dybdeintervju med åtte andre.
Resultatene viser at det som kjennetegner rollen som praksislærer, først og fremst er lang erfaring som lærer. I tillegg viser resultatene at generelle læreroppgaver har mer oppmerksomhet i praksisperioder enn det som er mål i lærerutdanningsprogrammet. På den måten legitimerer praksislærere sin rolle ut av en lærerutdanningskontekst. Studien bekrefter også det internasjonal forskning viser: behovet for å involvere praksislærere i felles prosesser for å utvikle sammenhenger mellom teoristudier og praksisopplæring i lærerutdanning.
Fire år etter implementering av lærerutdanningsreformen i Norge er det grunn til å stille spørsmål ved i hvilken grad intensjonene i reformen har blitt realisert. Diskusjonen er i hovedsak knyttet til profesjonalisering av praksislærerrollen og praksislærere som likeverdige samarbeidspartnere i lærerutdanning.
Nøkkelord: lærerutdanning, lærerutdannere, praksislærere, forholdet teori-praksis
Abstract
Practice teachers have a central role in teacher education. However, research indicates randomness and obscurity in performing this role. The research project “Teachers’ Professional Qualifications” (TPQ) examines objectives regarding the new Teacher Education Reform in Norway from 2010 in a broad perspective. As the reform places high demands on practice teachers as equal participants in teacher education, this article examines how they perceive their roles and tasks with respect to the intentions. The study is based on a survey of 45 practice teachers and in-depth interviews with eight others.
The main results reveal that the role of practice teachers as mentors is based on significant experience as school teachers and that general teacher activities are more focused than the claims of the educational programs. Practice teachers seem to legitimate their role outside of the context of teacher education. The study also seems to confirm what international research strongly indicates: the need to involve and cooperate with practice teachers to increase coherence in theoretical studies and school practice.
Four years after the implementation of the reform, there are reasons to question the degree to which the reform intentions have been realized. The discussion is related, in particular, to the professionalization of the role of the practice teachers and their role as cooperating participants in teacher education.
Keywords: teacher education, teacher educators, practice teachers, theory-practice relationship
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