Teacher Education as Transformation: Some Lessons Learned from a Center for Excellence in Education
DOI:
https://doi.org/10.5617/adno.2483Keywords:
lærerutdanning, transformajon, endringsinitiativ, integrasjon, universitet, skole, kunnskapsformerAbstract
Denne artikkelen presenterer noen utfordringer som synes å forekomme ofte innenfor både lærerutdanning og forskning på lærerutdanning. Vi argumenterer for at prinsipper knyttet til aktørskap i endringsprosesser (transformative agency) samt dobbel stimulering (Sannino, 2014; Vygotsky, 1978) utgjør et begrepsmessig rammeverk egnet til å undersøke endringer i lærerutdanningen, og som kan bidra til forståelsen av hvordan vi kan designe fremtidsrettede studieprogrammer. Vi syntetiserer noen funn fra et antall prosjekter der rekonfigurering av lærerutdanning står sentralt og der man har søkt å overskride epistemologiske dikotomier for å forberede vordende lærere på en verden i endring. Metodologisk bruker vi nevnte rammeverk i en post hoc-analyse av en serie formative intervensjoner i lærerutdanningen. Fellesnevneren ligger i å overskride tradisjonelt akademisk kunnskapsarbeid i lærerutdanningen. Vår konklusjon er at transformasjon og rekonfigurering av forholdet mellom teori og praksis er mulig, og at de prosjektene vi her bruker som empiriske linser, kan fungere som bærere av nye innsikter i hvordan vi kan transformere lærerutdanningen i kunnskapssamfunnet.
Nøkkelord: lærerutdanning, transformasjon, aktørskap (agency), integrasjon, universitet, skole, knunnskapsformer
Abstract
This article presents some challenges that appear to be common in the current landscape of teacher education and teacher education research. We argue that the principles of transformative agency and double stimulation (Sannino, 2014; Vygotsky, 1978) offer a conceptual framework for studying changes in teacher education and can contribute to the understanding of how we can design future-oriented study programs. We synthesize some common findings from a number of projects attempting to reconfigure teacher education, transcend epistemological dichotomies and prepare teachers for a changing world. Methodologically, we use the conceptual framework mentioned above to conduct a post hoc analysis of a series of formative interventions in teacher education. The common denominator is transcending traditional academic work in teacher education. We conclude that the reconfiguration of educational research and practice in teacher education is doable and that the examples of projects presented serve as empirical lenses and carriers of new understandings of how to transform teacher education in the knowledge society.
Key words: teacher education, transformation, agency, integration, university, school, knowledge types
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